Iep Meeting Reflection

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

Discussion: The team converged at Gregory Elementary school to participate in Donte's IEP meeting. The school counselor was not aware or forgot about the meeting which they scheduled . The meeting was rescheduled for Thursday 06/15/17 at 10 am. Tammy expressed frustration with school inability to communicate effectively. Tammy reported that Donte is behaving appropriately at home and in school. She informed the team that Donte's Risperdal was D/c'd because of insatiable appetite, and significant weight gain.

Mrs. Willis does not have any students at this time with an academic or behavioral IEP. I talked with Mrs. Harvey and she had an upcoming IEP meeting with one of Mrs. Hunter's students. Mrs. Hunter teaches the K- 2nd self-contained classroom for the autistic program. Mrs. Hunter did not mind me siting in the meeting.

The goal of an Individual Education Plan (IEP) is to provide a roadmap for progress for a child with special needs. To create or update a child’s IEP, there are fixed requirements that must be met at all meetings. Meetings must take place at least once per year, though additional meetings can be scheduled for several reasons, such as the evaluation of progress toward goals, or to modify the IEP, and meetings require specific people to attend. Each person at a child’s Individual Education Plan (IEP) meeting has a distinct role and expertise for contributing ln the process of writing the IEP. Their expertise will help guide the creation, implementation, and evaluation of individualized goals, and a set time frame in

Executing an effective IEP meeting requires multiple elements, as various key stakeholders are involved within the process. As a special education program specialist I have daily opportunities to participate in an Individualized Education Plans (IEPs). Typically, my involvement is stemmed from high profile cases in which litigation is anticipated or has transpired within the past. My role is to represent the district and aid in the development of an appropriate offer of a free and appropriate public education (FAPE). In addition, I aid in the facilitation of IEP meetings that seek to education students with disabilities in the least restrictive environments (LRE). I provide detailed descriptions of various program options that are

I did not have a chance to sit in an IEP meeting and learn how the meeting is conducted. I am curious to learn the counselor position in an IEP meeting. Due to the time period I started practicum, I was not able to learn about the high school application process. When I started practicum in February, the applications for high school were submitted. My site supervisor did not have a classroom lesson to present while I was completing my hours. I want to learn how to conduct a classroom lesson and connect that lesson to counseling. Finally, there were not any ACS cases occurring with a student for me to learn about the ACS process. Because my counselor was busy showing me other counseling duties, the topic of ACS was not mentioned. Hopefully in internship, I will be able to learn the correct steps when calling an ACS case.

I have sat in on serval IEP meetings in the past, my son’s and also for the students I work close with. I received my paperwork when we had the first meeting for my son to discuss testing options, they were gone over in depth at time. Even though I was already working for the district they still made sure I understood my rights as a parent. Now at the beginning of each IEP meeting I am given a copy and asked if I have any questions regarding my rights and such before moving on with the meeting. When I am sitting in on my students meetings it is done the same way. The teacher and Director will go into more detail with other parents than they do me of course. I can only speak for those that I have been in, but I believe the district does a

Ms. Hoyte' service plan meeting was scheduled for Thursday, November 02, 2017 and November 9, 2017. Client did not attend meetings as planned and failed to notify CM of her reason. CM attempted to reach her by phone, and was not successful. Her ILP was completed and logged as non-compliant for this week's ILP.

The other week I held the IEP meeting for Natasha Wilson. Her parents were not able to attend due to a death in the family. On Thursday, November 19th at 10 AM her parents will be here. The meeting will take place in conference room 2 located in the front office area. I know that you may not be able to attend due to the fact that the meeting is taking place during 3rd block, but I want you to be aware of the meeting just in case you are able to

First, I would look at any IEP’s that I have in my class. After looking at the different IEP’s and what accommodations are needed I would look at differentiating the lesson. There are multiple learning strategies and as a teacher, I will use a variety of different instructional strategies. Differentiating my instruction will include whole group instruction, small group instruction, independent work, and in pairs. Using a wide variety of instructional techniques will allow me to meet the needs of the wide variety of skills and abilities that I will have in my classroom.

The need for this program is growing as more and more prevalent as students are choosing to end their education due to lack of resources or help. This program is unique and self-sustaining, because of the volunteers that will keep it running. Most importantly, this program will help children thrive who may learn differently. Ultimately resulting in the future of their dreams. Making these connections between parents and experienced professionals will change the way IEPs are planned and

The event that I attended was an IEP meeting for one of the students that I work with. However, the parent of the student requested that the person that assist her son in the classroom to be included in the meeting. Day’s previews to the meeting, the staff that were involved in the meeting gather together and created an agenda, they listed the main points that they want to discuss with the mother of the student. However, I was included in the group too, since I work with the student they asked me how was the progress of the student? After that meeting the Special Ed teacher schedule the appointment for the IEP.

The student I focused on this semester does not have an IEP or special services but he does have trouble sitting still and paying attention. He is a very smart when he does pay attention and is always happy, with a positive attitude. To help this student focus more the teacher has him sit towards the front of the rug and sometimes he is given a small shape to have in his hands to prevent him form fidgeting. During the morning meeting sometimes I have to give him a pat on the back, as a quick reminder to keep his eyes on me. He responds well to this and the other students don’t usually even notice. This student struggles with gross motor skills as well, but has great fine motor skills. He excels in cutting and writing his name. He also

Having a degree in an education, my first goal would be to meet with the State Department of Education, but on a more personal level, school districts to discuss how they accommodate those with a LD. I would like to talk with those who oversee the individuals IEP (Individual Education Plan), to ensure that all student’s needs are being met by teachers, but most importantly that IEP’s are taking place on a regular basis, with adjustments being made as needed. Based on family experiences, I would also look to ensure that all high sophomores with a LD are aware of the accommodations they have they can apply for, when looking into the SAT/ACT, along with the deadlines, while also having a form of open communication with administration.

On Monday, September 25th, I participated as the general education teacher in an IEP team meeting. The meeting was for a student with Down syndrome, identified at birth, who qualified for services under the category of the 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 (the county’s lead speech-language pathologist, 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 (Special Education Teacher), Mrs. Liles (Speech Therapist), Student’s Parents. This particular student is fourteen and although invited to attend this meeting, he declined.