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The ACHIEVE Family Portal, an online, interactive tool that connects families to their learner’s early intervention and special education records and information, has officially launched. Eligible parents and learners began receiving email invitations to create their optional account on February 25. To date, 94,948 invitations have been sent and 5636 accounts have been created.
Additional resources for families on how to get started on the ACHIEVE Family Portal are available on the Department’s webpage. Families may direct questions about how to log-in to the ACHIEVE Family Portal to the Department team by submitting an ACHIEVE Family Portal Support Request.
Early ACCESS and district staff can learn more about this tool by reviewing the following resources:
Contact the ACHIEVE Family Portal Support Team at achievesupport@iowa.gov with questions.
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It is best practice to document breaks when entering progress monitoring data in ACHIEVE. This video provides step-by-step instructions on how to record breaks in data collection for IEP students. |
 Two professional development opportunities on special education and support for learners with disabilities are coming to the Iowa Events Center in Des Moines on June 5-6.
The Teaching for Impact: Training for All Educators Supporting Learners with Disabilities returns for another year of collaborative learning, providing Iowa educators with opportunities to expand their knowledge and skills related to the education of learners with disabilities from ages birth to 21. School administrators, building leadership teams, Early ACCESS providers and service coordinators, K-12 and early childhood educators and providers, Area Education Agency professionals and higher education faculty who support preservice educators are encouraged to attend the professional development.
New this year, a training opportunity geared toward district and building administrators who support special education services will be offered alongside Training for Impact. The Leading for Impact: Workshop for Administrators professional development opportunity with feature discussion topics specifically designed for administrators. The workshop will provide opportunities for district leaders to learn, explore and collaborate with peers to help strengthen their special education services.
The Teaching for Impact and Leading for Impact professional development opportunities are sponsored by the Iowa Department of Education. Registration for both trainings is now open through May 21 (only register for one option). There is no cost to attend either training.
Contact Nancy Hunt, nancy.hunt@iowa.gov with questions.
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The Department of Education is offering the Universal Protocol for Accommodations in Reading (uPar) and Read&Write software to Iowa schools through the expanded Access for ALL initiative. The two resources will help teachers identify students who need additional assistance with reading comprehension and provide access to grade-level content through innovative text reading technology.
Through Access for ALL, Iowa schools can use the online Universal Protocol for Accommodations in Reading (uPAR) to assess student reading comprehension and identify methods for how students best understand text, whether by reading independently or using text reader support. After completing the uPAR protocol, schools may apply for licenses at no cost for Read&Write, a literacy support software that reads aloud to students to help them access grade-level content and strengthen reading and comprehension skills.
Access for ALL supports students as they move from learning to read to reading to learn. Any Iowa student in grades 3-12 who is reading below grade level can benefit from the Access for ALL supports. This aligns with the Department’s priorities to provide evidence-based reading instruction and help narrow and close achievement gaps. Iowa schools can register for the uPAR assessment protocol and apply for the Read&Write licenses at no cost on the Access for ALL website.
Contact MeLissa Lawson, melissa.lawson@iowa.gov with questions.
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 Participation in Work-Based Learning (WBL) experiences is a valuable opportunity for IEP teams to consider when developing a student's transition plan. Research indicates that students with disabilities who engage in WBL programs are more likely to successfully transition to competitive employment compared to those who do not participate. The evidence supporting WBL highlights its positive impact on employment outcomes and skill development for students with disabilities. WBL provides students with hands-on, real-world learning that fosters job-specific skills, while also promoting independence, social connections, and self-confidence.
However, schools and IEP teams often face challenges in connecting with business partners that can offer WBL opportunities aligned with students' goals, strengths, interests, and preferences.
To better support partners in accessing and expanding WBL experiences for all students statewide, the Department is excited to relaunch the Clearinghouse for Work-Based Learning. The Clearinghouse provides students with opportunities to engage in hands-on projects and immersive workplace experiences, explore various industries, gain career insights and develop critical skills.
Exciting changes are underway as we relaunch this effort. Every educator has an account through AEA Single Sign-On, making it easy to explore opportunities. In addition, businesses can post statewide or tag local districts. Log in today and discover how you can connect students to meaningful experiences that inspire future success.
Contact Laura Williams, lwilliams@aealearningonline.org for questions on the Clearinghouse.
Contact Kelsey Teeter, kelsey.teeter@iowa.gov for questions on Transition Services.
The next topic in the Policy and Practice webinar series is Least Restrictive Environment (LRE).
This webinar will explore policies and practices related to LRE in special education. The presentation will focus on gaining an understanding of what is meant by LRE, discuss common misunderstandings, share strategies for administrators for monitoring and implementing LRE and include relevant case law examples.
When: April 9, 2025 at 8:30 am.
Participants can join the webinars via Zoom using the passcode 431127.
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A recent state complaint decision provides important reminders for districts and AEAs to consider as IEP teams meet this spring to determine if Extended School Year Services (ESYS) are required for a student to receive a Free Appropriate Public Education (FAPE). In the decision, a district was found out of compliance for making an improper ESYS decision by predetermining the student did not qualify for ESYS and not holding an IEP team meeting. In addition, the district incorrectly offered the same schedule and set of services for all students who qualified for ESYS. As a result, district-wide training was ordered as corrective action. Ultimately, the district provided ESYS to the student.
Consider the following to ensure ESYS decisions are compliant and based on individual student needs:
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ESYS are an IEP team decision. IEP teams should review data and discuss any considerations for the need for ESYS for each student. Districts should not inform parents of an ESYS decision that has been unilaterally made by a teacher, provider or other professional without considering the parent’s input. A Prior Written Notice that describes the ESYS decision should be provided to the family.
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ESYS are individualized to the student. Districts should not predetermine a set schedule, location, and/or type of service that will be provided to students who qualify for ESYS. The amount and type of service, the duration, the location and the need for specialized transportation must be made based on the individual learner’s need and determination of a FAPE.
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ESYS are available for any student who is eligible for special education services, 3-21, based on individual need. Districts and AEAs cannot limit access to ESYS based on certain ages, levels of need or other factors. For example, stating ESYS is only for “level 3” needs or “reading goals in grades 1-3” is improper.
For additional information and considerations, see the Extended School Year Services: General Guidance.
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IDEA Insights, a newsletter from the Iowa Department of Education, is designed to provide timely information for professionals serving children with disabilities. Topics will include best practices, assessments, program updates and professional learning opportunities.
To unsubscribe, click the link to manage subscriptions at the bottom of this email.
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