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Important information for students

What Are My Rights As

A Student With A Disability?

BeingaPartofDecisions

•Everydayyoushouldbelearningtomakedecisionsaboutthingsthataffectyouandyourlife.

•Youshouldbetalkingtothepeopleinvolvedinyourlifeaboutthethingsyouwanttodo.

•Youneedtoknowwhocanhelpyoureachyourgoals.

•ItisimportantthatyoutakepartinyourIEP;itisalsoyourright.Afterall,itiswrittenforyou.

•Whenyouknowyourpreferencesandinterests,youcanhelpmakedecisions.

•Youshouldknowaboutthethingsthatmakeiteasierforyoutolearn(youraccommodations).

•Youshouldlearnandpracticeproblemsolving.

MoreInformation•TheIndividualswithDisabilities

EducationActisa federallawthatgivesstudentswithdisabilitiestherighttoafreeandappropriateeducation.

•TheVirginiaDepartmentofEducationdetailsyourrightsforyouandyourparentsinadocumenttitled“YourFamily’sSpecialEducationRights-VirginiaProceduralSafeguardsNotice.”AcopyofthisdocumentcanbefoundontheVirginiaDepartmentofEducationwebsite(www.doe.virginia.gov/VDOE/sess/).

ASelf-DeterminationProject

Virginia Department of Education

© 2007 Commonwealth of Virginia Department of Education

Training and Technical Assistance CentersJames Madison University, Radford University,

Virginia Commonwealth University

The Virginia Department of Education does not discriminate on the basis of race, color, national origin, sex,

age, or disability in employment or provisions of service.

AFreeandAppropriatePublicEducation

•Anevaluationisawayofcheckingwhatyouknow,whatyoucando,andwhatyouneedtoknow.

•“Appropriate”meansyoureducationmeetsyourownneeds.

AppropriateEvaluation•An“evaluation”isawayof

checkingwhatyouknow.Evaluationsmayinclude:

4 atestorquizinyourclass;

4 theStandardsofLearningtests;

4 thespecialtestsyoutakeforeligibilityandIEPupdates;and/or

4 transitionassessment.

•Youcanhaveaccommodationsontheseevaluations.TheIEPTeamwillhelpyoudecidewhatyouneed.

Youhavetherightto...IndividualizedEducationProgram(IEP)

•AnIEPisawrittenstatementcreatedallaboutYOU!

•Itisaprogramforyou,yourparentsandyourteacherstofollow.

•YourIEPisveryimportantsoyoushouldbeabigpartofhelpingtomakeplansandgoals.

•YourIEPwillincludeinformationabout:

4 yourstrengthsandlikes;

4 yourchallengesanddislikes;

4 yourclassroomperformance;

4 youraccommodations;and

4 yourgoalsnowandinthefuture.

•PeoplewhocanhelpcreateyourIEP:

4 YOU!

4 yourparents;

4 yourteachersandotherswithinyourschool;and

4 representativesfromagencies.

LeastRestrictiveEnvironment(LRE)

•Youhavetherighttobeinthelearningenvironmentinwhichyouwillbemostsuccessful.

•Yourlearningenvironmentgivesyouanopportunitytobewithstudentswhodonothavedisabilities.

•Yourlearningenvironmentmaychangebasedonyourneedsindifferentsubjectareas.

•Youhavetherighttolearninthe“leastrestrictiveenvironment.”YouandyourIEPTeamdecidewhatLREmeansforyou.

Multiple Intelligences

1. Go to http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/ multiple_int/index.htm

(it works… just check over carefully what you typed in…) If you are having trouble with the link type this phrase into Google:

Birmingham Grid for Learning – Multiple Intelligences (Secondary) Then click the first link.

2. Click on “What are Multiple Intelligences” & read the section carefully. 3. Then click on “Take a Test”

a. Under the “Text Version” click “English” 4. Then complete the task by completing Sections 1 – 5. You will have

to hit “next” when appropriate a. There are 40 questions b. You must answer all of them c. The more honest you are the more valid your results will be

5. Lastly it will bring up your results, review your results carefully 6. Clip “Print” to print your results. 7. Go back to “What are Multiple Intelligences.” On the back of your

printed results write your top 3 results (ex: kinesthetic, visual etc.) and write out what each one means.

8. Then write one – two paragraphs that describes if you agree or disagree with these results and why. Make sure you give specific examples (such as: I agree with the result of kinesthetic because I like to be up and moving. For example PE is my favorite class.)!!!

9. Make sure your name is on the paper, and then hand it in to the teacher.

Date due Reference

Self Determination… The Big Picture 411 p. 1-1:1-8

Disclosure 411 p. 2-1:2-6

Advantages & Disadvantages of Disclosure 411 p. 3-1:3-8

Slide 2

411 p. 4-1:4-8 Slide 3

Slide 4

Slide 5

Slide 6

411 p. 4-8 Slide 7

Slide 8

Slide 9

Slide 10

Slide 11

411 p. 5-1:5-8 Slide 12

Create/Update IEP Presentation

Edit Presentation

Practice Presentation

IEP PRESENTATION

Thank You Notes

Educational Disclosure 411 p. 6-1:6-12

Disclosure on the Job 411 p. 7-1:7-16

until next year… Progress Monitor Goals

Activity

Accommodations/Modifications & Adaptations…

Student Needs & Impact of Disability

My Plans for the Future…

Educational Goals

My Career Goals

______________________ Student Lead IEP Timeline

Invited Guests/Create & Print Invitations

Your Rights

Present Levels

Transition

Transition Assessment(s) Completed:

Special Factors

Annual Goals

Invitation Instructions

Create an invitation to invite guests toyour IEP meeting. (You are required to have agen ed teacher, the sped teacher, you, your parent orguardian, anyone else you want there…)Change the background by selecting FORMAT > SLIDEBACKGROUNDChange the fonts, colors, texts etc. (Format)Add pictures - make it yours! (Insert > Picture or click &drag)Ask Mrs. Perdue to review it & print it1 Week before the IEP Deliver the invitations!

To __________’s IEP MeetingWhere: __________

When: ______ (date) _____(time)What to bring: current grades, missing

assignments (if any), suggestions for my goals this year.

1

[Name]’s IEP Meeting

We are going to talk aboutMy strengthsWhat I struggle withIdeas and goals to help me besuccessful

Invited Guests

My Rights Present Levels

• Things I am good ator enjoy Doing are…

• My current gradesare…

Transition

• Transition is…• Transition steps

– Student lead IEP––

Special Factors

• Do I need support with?? Behavior Plan Vision loss Hearing loss Health Care Speaking English Assistive Technology Special Transportation

2

These are my strengths! Student Needs & Impact ofDisability

Limitations I have…

This makes learning difficult because…

My Plans for the Future My education goals

• After high school graduation I will…–

• In order to accomplish this…– I have taken [list classes that help you with

your goal here] classes.

My Career Goals

• After high school graduation I will…–

• In order to accomplish this…––

My Goals While Still in HighSchool are…

• English:• Math:• Science:• Career:

3

To help me be successful…

In Class…

While taking tests…

I’m glad you came!

Student Name:Employment 9th Grade 10th Grade 11th Grade 12th Grade

Career/Interest Surveys (Transition Plan Sect. 6)

PICS & PEG CiC Career Interest Survey

Career Clusters O-Net

Resume Resume Worksheet College in Colorado Original (Update)

Application (Job/College)X

(Update) (Update)

SWAP Application (Additional Agencies Sect. 6)

Information & Group Sessions

Group Sessions Apply Participate

Education 9th Grade 10th Grade 11th Grade 12th GradeLearning Styles It's all in Your Mind MI Pie Chart C.I.T.E.

4 Year Plan/Credit Check (Course of Study Sect. 6)

Smart Goals (Annual Goals & Progress Sect 9)

Grade Monitoring

Self Determination 9th Grade 10th Grade 11th Grade 12th GradeInventories Transition Interview Parent & Student TPI AIR Self-Determination/

Advocacy Checklist

Self Advocacy Curriculum (Student Lead IEP, I-13)

411 on Disability Disclosure

IEP Booklet & IEP PowerPoint

Update Booklet & IEP PPT Presentation

411 Review/Update & IEP PPT Presentation

Life Skills Goals (Access Skills/Life Skills)

Life Skills Curriculum Career Development Senior Seminar

Readiness Checklists 9th Grade 10th Grade 11th Grade 12th GradeTransition Readiness

Financial Readiness

Health Readiness

Career Research

College in Colorado Time Line

Cedaredge High School

9th - 12th Grade Transition Plan