PDF (Acrobat) Document File
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This is a mega bundle of my special education parent handouts!
How do I use this?
1. I send components to parents prior to meetings so that they understand the agenda or items that will be discussed.
2. I provide components to parents when we discuss certain topics (i.e., FBA, BIP, Eligibility Categories, etc.).
3. I frequently reference the binder during meetings to provide visuals of what I am discussing. Specifically, I use the visuals when describing the various scores that may be discussed or different eligibility categories are being discussed.
I make "parent portfolios" with these documents, a blank copy of an IEP, and procedural safeguards. I found Pocket Protector Binder to be the most durable after referencing these documents so often.
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Included in the PDF are two different flowcharts to help explain the special education process to parents.
The first flowchart describes the process of an IEP from recognition to intervention, to request for evaluation, to eligibility, to tri-annual meetings. I use this as a visual when I describe the special education process to parents. Parents have found this to be such a helpful visual to understand the timeline of an evaluation and the steps after eligibility is established.
The second flowchart describes IEP Eligibility and IEP Agenda. I provide this visual to parents prior to an eligibility meeting so they can understand what to expect. I also have these visuals at the meeting to help the entire team understand what steps need to be taken and the order of which. It helps the team stay focused and not jump around.
This PDF describes the various test scores that are presented to parents. What are they? What do they mean? This has been such a helpful visual to provide parents when discussing what different scores mean. I often get asked, “What do you mean the 50th percentile is Average!?” I am able to quickly provide a visual of the bell curve and give a short description of percentile ranks using average shoe size. It has been so helpful clearing up any confusion!
Included are descriptions and visuals of:
-The Bell Curve
-Percentile Rank/ Percentile Score
This document describes the components of Functional Behavior Assessment and Behavior Intervention Plan. It is based on Illinois State Board of Education’s guidance. However, the components are not “state-specific” and can be used in other states.
Included are descriptions of the target behavior (skill or performance deficit), what a hypothesis may be, summary of previous interventions attempted, replacement behaviors for the target behaviors, strategies or supports that will be utilized, motivators and rewards that will be implemented in order to replace the target behavior with a more appropriate behavior, restrictive disciplinary measures/crisis plan, and the data collection process.
Also included is a visual of the FBA process. It briefly describes why students engage in problematic behavior, how to properly describe the target behavior, how the data can be recorded, common antecedents, common functions, and the flow of the behavior (Antecedent, Behavior, Consequence at a Date/Time and Setting).
How do I use this? I provide this to parents when we are discussing a behavior intervention plan or a functional behavior assessment. My philosophy is to have parents as educated on the special education processes as possible so that they can be active participants.
This document describes the different Autism Considerations that are included in an IEP for a student eligible under the category of Autism. It is based on Illinois State Board of Education’s guidance. However, the components are not “state-specific” and can be used in other states. These considerations must be completed when a student is found eligible under the category of Autism to ensure that all of the student's needs are met. The pages also provide ISBE guidance on what information should be considered.
The verbal/nonverbal communication needs of the child
The need to develop social interaction skills and proficiencies
The needs resulting from the student’s unusual responses to sensory experience
The needs resulting from resistance to environmental change or change in daily routines
The need for any positive behavioral interventions, strategies, and supports to address any behavioral difficulties resulting from Autism Spectrum Disorder
Other needs resulting from the child’s disability that impact progress in the general curriculum, including social and emotional development
How do I use this? I provide this to parents when we are discussing an autism eligibility or when we are going over the IEP. Parents have said that they were appreciative of this document to help explain the many different needs their child may have. It is also helpful for the team to see the different ways that we need to support our students.
This is a PDF that helps guide you and parents through 504s. I use these visuals when discussing the differences between a 504 and IEP to parents.
1. A brief table that describes the differences between an IEP and 504 in terms of what it provides, the laws that apply, and eligibility.
2. Questions and Answers are taken from the Department of Education Guidance on 504s. These two pages describe who is protected under a 504, what it means to have an impairment that “substantially limits a major life activity,” evaluation procedures, and the role of a formal diagnosis.
3. A flowchart that describes the processes between an IEP and 504 plan.
UPDATE 8/27/18: After purchasing, I will send you an email with EDITABLE pages so that they can be state-specific. Just purchase and then message me on here!