IEP Meeting Reflection

The IEP is created by a group of individuals who play an important role in the student’s success. Those that should be involved in the creation of the IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person who has knowledge about the student, and whenever possible, the student with the disability (Gibb & Dyches, 2016). The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. Once the student is tested and determined eligible for services the IEP must be written.

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).

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

Productive and successful IEP meetings require careful preparation on the part of all stakeholders. Guardians who arrive at their kids IEP meeting without have not have not done their assignment risk beforehand end up leaving the room without a full understanding of what they agreed to. In order to participate fully and confidently in the IEP meeting, guardians must be informed about the process, know details well, and in possession of all the information needed to make the best decisions regarding their kid. We must keep in mind that the focus is on the kid's needs, not the district's resources or the guardian's expectations.

On September 18, 2017, I received the opportunity to observe a triennial IEP meeting for B.T., a 13-year old male who attended the 8th grade at Northern California Preparatory, a non-public school. The IEP meeting consisted of a few key members such as the program specialist, a representative-special education teacher, school psychologist, B.T. and his parent, their advocate, and another member of the school. The reason for this meeting was to reevaluate the student’s special education placement and if B.T. could transfer back to a public school.

The meeting was for K.H., who is in Mrs. Hunter’s class full time. J.H.’s mother, Mrs. Hunter, Mrs. Harvey, Miss Revell (Staffing Specialist), Mrs. Ott (Speech and Language Pathologist), Ms. Izette, and I were present at the IEP meeting. This student receives speech/language services and occupational therapy during the school week. Mrs. Harvey introduced all of us to the mother and Mrs. Hunter started the IEP meeting.

The purpose of this research is to understand the perceptions and experiences of professionals on collaboration in the educational environment. Data collection will occur within the Virginia Beach City Public School (VBCPS) system. Specifically targeted will be three elementary schools that I work in being Ocean Lakes Elementary School, Princess Anne Elementary School and Red Mill Elementary School. The people that volunteer to take part will include VBCPS staff involved with the Individualized Education Program (IEP) for special needs students in any one of the above identified schools, and has been part of an initial eligibility, new IEP, current IEP, or consulted on as part of the IEP process.

I was never invited to that meeting; rather I found out from Mrs. Avalon that it was set up on November 5th at 11:30 am. I was however invited to a meeting on that same day at 2:30 pm, with the Heartshare team, to discuss Alexia’s progress, (but no mention of the IEP meeting). I am very knowledgeable about the board of education’s procedure regarding IEP meetings as I am the mother of three special education children. If the parent does not show up to the IEP meeting the board of education and the school have the meeting without the parent(s) and later present their findings to the parent and he or she signs it. While I was not informed about the IEP meeting, I was invited to go over the results of that the meeting’s

When I went to sit down to answer my inquiry question, I thought back to my experiences where I felt parents were not in full agreement with their child having an IEP or of the services being provided. I then read your reply Lynne and a light bulb went up! It seems my questioned focussed more on the negative aspects of the relationship that may occur during teachers and parents when it comes to developing the IEP. I thought,” How did I make sure our meeting was positive, where the best interests of the child were met?

According to new policies if a student does not use certain accommodations in general ed. then they can't use them during Terra Nova, thus the reason why a modification meeting was scheduled. At the same time the student received four F's on his report card so I presented him to CSC to discuss his current area of disability( CI). The very next day a meeting was scheduled by Kleckly for an assessment planning meeting with his parent and the parent was a no show. I did not schedule the AR for today, Ms. Gray, Jaquarious' mother called and scheduled the meeting for Thursday 3/17 or Friday 3/18 stating that was the only time she could attend. I am well aware of the district's expectation on drafting an IEP three days in advance and DRAFT goals

Thank you for following up on the IEP meeting. We are glad that there is some progress on the matter. We also wanted to thank the IEP for team for their time and recommendations.

Schools must provide prior written notice before initiating or changing the educational plan of a student with a disability. Parental consent is required before an initial evaluation or before making changes to an IEP. Parents have the right to access

The students’ parents have the right to continue to monitor their children's progress, for example, assessments, tests, etc. Parents should receive notifications from the school regarding IEP changes and they are entitled to receive assistance from special education attorneys.

Also the special education teacher can suggest meeting with the general education teacher to come up with some accommodations that are effective. Moreover, the special education teacher can request a formal IEP meeting and it requires a number of attendees, so the special education teacher should be prepared and have an action plan to discuss how important the accommodation and modifications

It makes me angry when I read about schools that turn students away like in Wisconsin, where they turned a boy who was able to learn and think because of his physical appearance due to paralysis because it “nauseated teachers and other students”. First off I don’t think you should be teaching, I mean that is the whole point to teach is to help students not turn them away. Know I know this was back in 1919 but still.