Artifact Monitoring

Another common key component is the Individual Education Plan or IEP. An IEP is a written guideline used to compare and display information regarding a student’s success and failures. An IEP includes the level in which a student is currently at and where the educator believes they will be in the next year. By reviewing the previous year’s goals, teachers and parents can compare the student successes. In addition to an IEP’s reviewing and goal setting abilities, it is also a legally binding document. Due process of law, another component of PL 94–142 is an overview of knowledge and consent and also the schools procedures and timelines for their actions. Due process of law also states that the school may not make a decision related to a student’s education without the parent and child agreement. This component also includes that an IEP may not be conducted without an at least 10 day notice to the family of the child. P.L. 94-142 also includes a component which states that schools must conduct assessments in a manner which is fair to all students. Also, P.L. 94-142 states that schools must keep their records private. Parents do however, have the right to see the records being taken

IEP’s which are individualized educational plan are very important documents, they are used to meet a student’s educational needs. There are certain criteria a student must meet to be eligible for special education services. A team of people work together to create

It is important to ensure that we meet the need of the students on every level. One effective way to do this is to observe, assess, and record children’s efforts and progress. In this way, an educator can prepare to help a child’s progression in the class. Being able to track and refer to the progress of a child helps to ensure greater levels of success. In the end, our program is only as successful as the children in our care. Record keeping can identify areas that need improvement, and allows us to teach to their strong points.

IEP stands for an Individualized Education Program, it is a document, that was developed in conjunction with the parent/guardian, is an individually tailored statement describing an educational plan for each learner with exceptionalities There are five major points that are to address the present level of academic functioning personnel as present level of performance, annual goals and accompanying instructional objectives, educational services to be proved, the degree to which the pupil will be able to participate in general education programs, and plans for initiating services and length of services and length

One of the two requirements from indicator 13 that is missing is the teacher did not inviting Lisette to her own IEP meeting. The teacher mentioned that the reason for not inviting Lisette was because she knew basketball practice. Regardless, indicatory 7 states that the students must be invited to their own IEP meeting where transition plans will be talked about. Their must be proof that an attempt was made to invite the student to attend the IEP transition meeting. If I was the facilitator of the meeting I would try to make an arrangement that worked with everyone schedule involved and also Lisettes. Having the student involved at the IEP transition planning is important, because there are discussions about her future and plans

For the progress monitoring assignment, I first reviewed the students’ assessments data provide for the assignment, and using the provided decision tree guide I determined the students’ levels based on the FSP (RC, Maze, and WA) scores. Once I had determined their level or “box results” I filled the decision tree form in by order of the box results column. I chose to order the results by that column to help make choosing student groups easier. Once all the students’ data was filled in the next step I took was to fill in the suggested curriculum and suggested strategies for each student based on their maze and word analysis assessment results. Once I had all that information entered I decided to create an extra column on the decision tree form

In 1991 the Public Law 94-142, the Education for All Handicapped Children Act was replaced by the Individuals with Disabilities Education Act. This law was passed to provide free and appropriate public education to every child with a disability. It requires that each child with a disability “have access to the program best suited to that child’s special needs which is as close as possible to a normal child’s educational program” (Martin, 1978). The Individualized education program (IEP) was developed to help provide a written record of students’ needs and procedures for each child that receives special education services. The IEP will list all the services to be provided, the student's performance level, academic performance, and

These progress reports will highlight any strengths and weakness the children may have, identifying any children that may need additional support, so helping the teacher with their future planning.

In the American system the curriculum serves 5, 000 students and more than 20 countries and we need to review and look at the IEP process. The question that has spark concerns is to look at students direct IEP and how we can look to evaluate it? How students benefits from an IEP and what would be the first logical steps to change the process. We have a mixture of students who are not all English speaking students from all backgrounds and have some disabilities. I’m not here to complain about the teachers in your system, you have wonderful teachers who capture student’s interest and encourage students learning. But we are here to address the IEP’s process issue.

Tracking learner progress of all levels and of individual assessor caseloads can highlight any issues with achievement and target dates.

Next the webinar described the steps taken by the school district to ensure participation in the IEP meeting. The individual components of the IEP were described. Finally Extended School Year (ESY) and the reevaluation process was described in the webinar.

With the weekly test tracking, the data is then tracked to determine if the student is making gains and if he is not begin the process of ESE testing. The students’ progress will be monitored every quarter by the team to develop new interventions.

Monitoring student progress on the transition plan- Are the students where they are supposed to be? What steps they are taking toward achieving this goal? What are working for them and what is not? Is there any changes that have to me made etc.

I need to monitor and assess the progress of each student by maintaining accurate record using a variety of assessment tools, gaining feedback, formative informative,formal and informal whilst also maintaining my organisations requirements.

As a special education teacher, I would adapt this type of measurement to documenting my student’s long term curriculum goals. These are goals that are