IEP Ibjectives

Andrew “Andy” J. Stoneridge is a 3rd grade student attending Michael Valley Elementary School in Pasadena, Maryland. His homeroom teacher’s name is Ms. Julie King and in her room, are approximately 28 students. Ms. King is a general education teacher teaching the subjects reading, writing, and social studies. Andy’s other core teacher, Mr. Baker, teaches Andy math, science, and health. Mr. Baker is also a general education teacher. In each of these rooms, there are two teacher’s aides and one classroom tutor.

The students name must always be on the paper. This so I know who the assignment belongs to and can write access accordingly. The will be no certain way to write the name, but spelled correctly. This teach how to write their name since some may not even know. It may even be part of their IEP. As the teacher I will require it and enforce it as part of being responsible.

Josiah can sing his alphabet with an occasional skipping of letters. He can rote count to 7 consistently. Josiah loves learning activities when he gets to use tablets/computers, through music and through interactive learning videos. Josiah does not yet identify letters, colors, shapes, numbers or his name in print. When writing, Josiah is able to grasp his writing utensils with his fingertips, and applies enough pressure to leave marks and scribbles. Josiah attempts to sings songs and recites rhymes and refrains with repeating initial sounds when he participates. Josiah

In this case the IEP is the best tool to communicate the needs of the student. This is the first step I and the special service personnel take in communication and collaboration with each other. I follow the goals and strategies that are presented in the IEP in order to meet my students’ needs. At the same time, these information helps me design lessons based on their learning disability and best reach each student. Another important part in this collaboration is to keep the case carrier inform about the student’s development, and for this part I use report forms that I email to the case carrier. Also if there is an issue with the student I right away inform his/her case carrier and counselor, and they always help me resolve the problem. For

Observing- Mrs. Falchek will still be teaching one 8th grade class for this chapter because it is the SLOW chapter for the school district. She needs to teacher one class so she may be able to track the students' growth after the lesson.

Chloe's current goal states that given informational and literary texts, Chloe will display grade level decoding, fluency and comprehension through citing textual evidence, determining themes and key details, and explaining the meaning of figurative language in the text by consistently achieving a scaled score of 660 or higher on 2 out of 3 attempts on the STAR Reading Assessment by the end of the goal cycle with data collected through a curriculum based assessment.

The Classroom. N.p., n.d. Web. 04 Dec. 201.

The IEP Team for Camden consists of 7 people. Every member of Camden’s team shares the goal of helping and supporting Camden in his academics, in doing so everyone presents the areas in which Camden has improved and the areas in which he needs support. Mr. Conway is the Administrator and Designee, his is in charge of conducting the IEP meeting, providing any pertinent paperwork to the parents and taking notes on the meeting. Mrs. Broderick is the Special Educator, her job is to informally and formally assess Camden’s academic abilities, determine his strengths and needs, come up with appropriate goals to meet Camden’s needs, and provide the needed supports and services for him to successfully meet those goals. She did this by administering the WJ-IVMs. Stadelmeier is the General

The IEP project was a very informative project, especially since I teach Kindergarten and I’m used to reading IEPs rather than “writing” them. I chose to use “Derek” as the student for the IEP final project, and found a few obstacles in completing the project. First, there was not a specific diagnoses for Derek, and other information was not readily available in the student scenario. Even though this information was not provided, I feel that I learned a great deal from completing the project, because I was pushed to do more research and analyzation of the scenario. I agree with the teacher’s referral for evaluation, and Derek’s parents’ wishes for him to receive specialized services. I believe that the student will be successful, once

plan (IEPs) are appropriate and in place making sure that they are relevant to the individualâ€TMs child recording their background and special educational needs, while ensuring they are kept up to date.

Talk with your host teacher to identify a student who: Has an IEP, Is an English Language Learner, The instructor identifies as “struggling”, The instructor identifies as “advanced” or “gifted”

tasks in such a way that made it difficult for a child to give correct answers. Bryant conducted a

On Monday, September 25th, I was invited to sit in as the general education teacher in an IEP team meeting. The meeting was held for a student with down syndrome, identified at birth, who qualified for services under the category of intellectually disabled. This student is in a self-contained classroom, therefore, his current teacher, served as the special education teacher for the purposes of this meeting. Meeting participants included: Mrs. Fields (ARC Advocate), Dr. Neiman (Main speech therapist, participated over the phone), Mrs. Bennett (LEA representative), Mrs. Diggs (ACS EC Director, as a precaution because the parents expressed concerns for the education of their child), Mrs. Sikes (General Education Teacher), Mrs. Bernard

With one child I was supporting them whilst writing their own name. By the end of the activity they were all using a pencil and holding it effectively to form recognisable letters.

The course and modules were successfully approved by the internal and external validation panels in June 2016. Therefore we were allowed to recruit students at the same year. Based on the ILOs, we advertised online and aimed to recruit students from the UK and abroad, qualified to undergraduate degree level (or equivalent) who want to: