Executing An Effective Iep Meeting Requires Multiple Elements

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

These families may have moved to the United States from a foreign country and are unfamiliar with the education system or some may hold different values about education. Many families from different countries are not aware of the special education process and enter an IEP meeting expecting the usual parent-teacher conference and instead are overwhelmed by the large amount of professionals in one room. These parents could greatly benefit from receiving background information or watching a video explaining the process before attending their first IEP meeting (Lo, 2012).

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

In the video, it discusses the main purpose the to discuss the student behavior. I also notice that they included a parking lot for when the meeting gets out of topic we can write down in the parking lot and address them at a later the end of the meeting. Also, the team must discuss the main goals to create strategies to help with the student educational goals. In the video, it discusses the student overall progress and behavior and set out goals was to create strategies to improve student behavior at school. In addition, reviewing to IEP checklist I believe the difficult part is not getting off the topic. They will be parents that are unhappy or don’t agree with the results that can cause tension and frustration. The purpose of the meeting is to collaborate and coming into agreement strategies to improve on the child goals. It will be difficult to stick with the agenda when the parent has other topics to address instead of the goals that are presented. Facilitated IEP are beneficial with complex IEP meeting issues especially when knowing beforehand situations have been complex. A facilitator supports the general IEP team that is conducting a IEP meeting. The team members run the meeting while the facilitator main purpose is to intervene and upholds the peace, while assisting the team to focus on the real issues and goals in

An IEP (Individual Education Plan) is used, before a term starts the school will hold a meeting for any outside agencies, the parents and teachers of the child to meet and discuss the next best plan of education for the child. Discussing the child’s interests preferred learning methods, targets, flexibility and interagency working with the child.

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

The special education teacher is in charge of informing the family on when and where the Individualized Education Program will take place. The family of the student will discuss the necessary content of the individual’s program, how reports will be received to express the child’s progress, and who will be included within the Individualized Education Program team. There will also be considerations in the development of the program, the specific role of the regular education teacher, and the requests of review and revision of the Individualized Education Program. Overall, the family plays a huge role in developing the Individualized Education Program and the parent’s consent must be obtained in order for the IEP to go forward or even be altered.

During the meeting, several issues are address such as concerns, activities, questions and changes in IEP goals. Student’s placement in a special education program is decided by the IEP team after parents or facilitator gives the ok for the students to begin receiving services that they are in desperate need of. Some decision that at made at the meeting are not always done with all parties in agreement with what needs to change. Some parents don’t agree with some of the services that will be provided to their child but, will need more time to think about the services and need the reason why some decisions where consider for their child, but never receive it. Some parents never agree and do not give their written consent for the services their child has received. When this issue is not resolved parents have the option to ask for mediation and a hearing but because of the backlog with the meeting process they feel that the meeting will not take place and their voice will never be heard. Parents know that in order to participate in their child’s IEP, teachers and the IEP team must know the students disability. Several Parents complain that some of the parties at the meeting do not know who their child is so how recommendations for services’ can made. Parents send principals letters demanding answers to their

As a special education teacher I am involved in numerous meetings, in some of those meetings I have noticed that words, cultures and back grounds can impact the tone and outcome of the meeting. For some parents meeting with a room full of teachers can be intimidating. All too often the meeting consists of educated, white females. I am often the first African American teacher the student or parents have had interactions with. I can remember sitting in an IEP meeting for an hour when everyone had left the room besides me and the parent, I asked again if she had any questions or concerns. The parent asked, “What does all this mean for my child?” This parent sat in a meeting for an hour and had no idea what was being said nor did she feel comfortable

The IEP meeting had the purpose of evaluating the child’s previous disability, and to determine if the child will continue to qualify for IEP services. The child’s disability was speech delay, according to Heward, he describes speech delays, when speech it is not understood by others (2006).

The tone is serious and supportive at this time. The mother expressed her continued frustration from her last meeting that occurred at Anson middle school last year. Dr. Neiman had the opportunity to review the most recent Individualized Education Plan, from January 2017, with the team. We are focused on the educational model outlined by the department of public instruction guidelines. By law, these guidelines focus on benchmarks and short-term objectives; the challenge is making sure he is successful as a student. As it relates to speech, this student should be able to communicate. The main question/concern of Dr. Neiman’s is if the student’s current speech abilities and IEP goals are appropriate to allow him access to the classroom curriculum. If so, the student would not qualify for additional speech services.

The IEP team met today to conduct an annual review for Daniella Rayon. Two separate notifications were sent out to the parent/ student. SB 1108 was addressed and signed at the start of the meeting. The parent and student were both present.

The IEP meeting took place at the Dominick's school. The leader of the meeting was Dominick's special education teacher who acted as the team coordinator. The major players in this meeting were the parents, special education teacher, general education teacher, and the middle school teacher as they are in preparation for Dominick's transition into middle school. In addition, the note taker, assistant principal, and the school psychologist were present.

I am currently in my 11th year of teaching at Sun Valley High School. I have been very fortunate that we have not had many major legal issues at my school while I’ve worked here. Many of the issues that arise come from students with special education requirements. Most times it is due to a student with a low grade and the teachers not following the SDI’s to the full extent. The few major issues we’ve had in my school have dealing with drugs or violence have been associated with a student having an IEP. These students have manifestation hearings to determine if it was their disability that caused the behavior. I was slightly involved in one of these cases, and with the vague wording in their legal document; I was amazed at how the

Performance Activity 25: Attending an IEP meeting impacts student learning by how the IEP team evaluates and determine a student’s goals, accommodations, modifications, and which RTI tier the student will be in. Discussing a student’s IEP goals are designed to help the student improve on areas of improvement and to become successful. The impact on student learning when designing goals is to allow the student to be able to meet their goal and is centered around their needs. Discussing accommodations and modifications impacts student learning by the type and how many services the student receives. The type of service/s a student receives impacts how the student will meet or not meet their IEP goals and impact if student learning is evident.