I.E.P. Development Sample Clauses

The I.E.P. Development clause outlines the process and responsibilities for creating an Individualized Education Program (IEP) for a student with special needs. It typically specifies who participates in the development of the IEP, such as teachers, parents, and specialists, and details the timeline and procedures for drafting, reviewing, and updating the plan. This clause ensures that the educational program is tailored to the student's unique requirements and that all relevant parties are involved, thereby promoting accountability and compliance with legal standards.
I.E.P. Development. The Board agrees to provide up to three (3) days of released time with prior special education director approval to special education teachers for the development of individualized education plans and/or testing of students.
I.E.P. Development. The LEA is obligated to develop an IEP, as appropriate, before the child’s 3rd birthday for any child who is deemed eligible for special education services and who had previous been receiving services provided by Early Start or early intervention services under an IFSP. In the case of children turning three (3) after the last day of the regular or extended school year, or during LEA vacation breaks longer than five (5) days, IEP meetings should be held before the break, with implementation of services to begin when school resumes. The LEA is obligated to consider the unique circumstances of each child with an IEP and consider whether the implementation of the IEP should begin on the child’s 3rd birthday or on a date most appropriate for the child and the program where the child would receive appropriate services and/or placement. When provided with appropriate exchange/release of information consent, or at parent request, the LEA will ensure that the Service Coordinator is informed of the date and time of the IEP and with a copy of the completed IEP document.
I.E.P. Development. The EOP Manager of Education & Child Development Services and other appropriate staff may participate as members of the CSPE Committee. Parents are encouraged to participate by both agencies. Transportation is provided to parents if needed. The CPSE Chairperson sends the IEP to EOP Manager of Education & Child Development Services; then it is copied and distributed to staff working with a respective child. IEPs are in every classroom for Head Start staff refer to and are kept on file in a secure manner. Head Start staff assists in the monitoring of IEP goals and participates at annual and other reviews.
I.E.P. Development. The EOP Assistant Manager of Child and Professional Development, and other appropriate staff may participate as members of the CPSE Committee. Parents are encouraged to participate by both agencies. Transportation is provided to parents if needed. The CPSE Chairperson or designee sends the IEP to the EOP Assistant Manager of Child and Professional Development. IEPs will be is uploaded to a secure data management system for staff working with the respective child. EOP Assistant Manager of Child and Professional Development, and staff will support IEP goals and participate at annual reviews and other meetings.

Related to I.E.P. Development

  • Staff Development As part of their induction, new staff will be made aware of this policy and will be asked to ensure compliance with its procedures at all times.

  • Project Development a. Collaborate with COUNTY and project clients to identify requirements and develop a project Scope Statement. a. Develop a Work Breakdown Structure (WBS) for each project. b. Evaluate Scope Statement to develop a preliminary cost estimate and determinate whether project be vendor bid or be executed under a Job Order Contract (JOC).

  • Joint Development If joint development is involved, the Recipient agrees to follow the latest edition of FTA Circular 7050.1, “Federal Transit Administration Guidance on Joint Development.”

  • Research and Development (i) Advice and assistance in relation to research and development of Party B; (ii) Advice and assistance in strategic planning; and

  • Skills Development The Company acknowledges the changing pace of technology in the electrical contracting industry and the need for employees to understand those changes and have the necessary skill requirements to keep the Company at the forefront of the industry. The Parties to this Agreement recognise that in order to increase the efficiency, productivity and competitiveness of the Company, a commitment to training and skill development is required. Accordingly, the parties commit themselves to: i) Developing a more highly skilled and flexible workforce. ii) Providing employees with career opportunities through appropriate training to acquire the additional skills as required by the Company. Taking into account; The current and future skill needs of the Company. The size, structure and nature of the Company. The need to develop vocational skills relevant to the Company and the Electrical Contracting Industry. Where, by agreement between the employee and employer, an employee undertakes training providing skills, which are not a company specific requirement, any time spent in the completion of this training shall be unpaid.