HINGHAM SEPAC
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News and Events

Make the new year great with these January events: 
  • Our monthly annual meeting will be held on Tuesday, January 12 at 7:30. The link and agenda will be available shortly.
  • Hingham SEPAC, together with Engaging Minds of Newton, will be hosting an online workshop entitled "Academic Skills and Strategies for Success During COVID" on Tuesday, January 26. Whether in a hybrid or fully remote model, executive function skills have become increasingly important for students of all ages. Join Engaging Minds to learn actionable strategies you can use at home to help strengthen your child’s executive function skills and keepthem on a successful path this school year. To register for the seminar, click here.
  • ABC Scavenger Hunt: Take a screen break and spend some socially distanced  time outside at the upper Plymouth River School (PRS) playground for a ABC Disability Scavengever Hunt. Whether they are currently diagnosed with a disability or not, it's a great way for kids to understand an learn about physical and emotional differences. Click here for the list of items and more information on the disabilities we spotlighted. And if you snap a selfie of yourself on the scavenger hunt, email it to HinghamSEPAC@Gmail.com. You'll be entered in to win a $20 gift certificate.
  • Need help keeping track of your child's services while remote? You can use https://log.education to help keep track. This free resource is brought to Mass Advocates for Children & MFOFC Northeast.

Spotlight: The IEP Team

By: National Dissemination Center for Children with Disabilities (NICHCY)

To write an effective IEP for a child with a disability, parents, teachers, other school staff — and often the child — must come together at a meeting to look closely at the child's unique needs. These individuals combine their knowledge, experience, and commitment to design an educational program that must help the child to be involved in, and progress in, the general education curriculum — that is, the same curriculum as for children without disabilities. The IEP guides the delivery of special education and related services and supplementary aids and supports for the child with a disability. Without a doubt, writing — and implementing — an effective IEP requires teamwork.

So — who's on the team? Here's a list, as specified in IDEA, our nation's special education law. Note that the order in which the IEP team members are going to be listed and discussed has nothing to do with their priority on the team, that every member has an equal say and important expertise to contribute.  IDEA describes the IEP team as including the following members:

  • the parents of the child;
  • not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
  • not less than one special education teacher of the child, or where appropriate, not less then one special education provider of the child;
  • a representative of the public agency who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the public agency;
  • an individual who can interpret the instructional implications of evaluation results;
  • other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate (invited at the discretion of the parent or the agency); and
  • the child with a disability (when appropriate).

Read more here.  





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  • Home
  • News and Events
  • Meeting Agendas and Minutes
    • 2019-2020 Minutes & Agendas
    • 2018-2019 Minutes & Agendas
    • 2018 Agendas & Minutes
    • 2017
    • 2016 >
      • December 14, 2016
      • November 9, 2016
      • October 12, 2016
      • September 14, 2016
      • August 10, 2016
      • June 15, 2016
      • May 2016
      • April 27, 2016
      • April 27, 2016
      • March 23, 2016
      • February 24, 2016
      • January 20, 2016
    • 2015 >
      • November 16, 2015
      • October 19, 2015
      • September 21, 2015
      • June 9, 2015
      • May 12, 2015
      • April 13, 2015
      • March 10, 2015
      • February 10, 2015
      • January 13, 2015
    • 2014 >
      • December 9, 2014
      • November 10, 2014
      • October 14, 2014
      • September 9, 2014
      • August 12, 2014
      • July 8, 2014
      • June 10, 2014
      • May 13, 2014
      • April 8, 2014
      • March 11, 2014
      • February 11, 2014
      • January 14, 2014
    • 2013 >
      • December 10, 2013
      • November 12, 2013
      • October 8, 2013
      • September 10, 2013
      • August 13, 2013
      • July 9, 2013
      • June 11, 2013
      • May 14, 2013
      • April 9, 2013
      • March 12, 2013
      • February 12, 2013
      • January 17, 2013
      • January 8, 2013
    • 2012 >
      • December 11, 2012
      • November 13, 2012
      • October 9, 2012
      • September 11, 2012
      • August 14, 2012
      • July 10, 2012
      • June 12, 2012
      • May 8, 2012
      • April 10, 2012
      • March 13, 2012
      • February 14, 2012
      • January 10, 2012
    • 2011 >
      • December 13, 2011
      • November 8, 2011
      • October 11, 2011
      • September 21, 2011
      • August 18, 2011
      • July 27, 2011
      • June 8, 2011
      • May 25, 2011
      • May 3, 2011
      • April 28,2011
      • April 13, 2011
  • Resources
    • Who We Are >
      • Mission Statement and Bylaws
      • SEPAC FAQs
    • DESE Links
    • 10 Basic Steps
    • Know Your Rights >
      • Annual Reports 2019-2020 >
        • Annual Report 2017-2018
        • Annual Report 2016-2017
        • Annual Report 2014-2015
        • Annual Report 2013-2014
        • Annual Report 2012-2013
        • Annual Report 2011-2012
    • Information About Disabilities >
      • Pervasive Developmental Disorders and Autism Spectrum Disorders
      • Learning Disabilities and ADHD
      • Sensory Processing Disorder
    • Special Education Laws and Regulations
    • IEPs and 504 Plans
    • Social Stories
    • Transition Planning
    • Advocates
    • Dispute Resolution
    • Recommended Books
  • Contact US
  • ABC Scavenger Hunt