Iep Meeting Reflection

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

IEP Meeting 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

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

helping families through the IEP meeting, through the project. Finally, the last topic that proves most significant are the seven principles of partnerships. All three stood out during the semester in my perspective as the most significant topics that need to be taken away from the class. For the family systems, the reason behind my thinking that the topic is significant is because a teacher or any person wanting to work alongside families and/or children

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

developmental opportunities, community involvement, and my reflection. School Psychologist Interviewed The school psychologist interviewed is Elizabeth Middlebrook. This is Elizabeth Middlebrook’s first year at Bradley Elementary School District #61 (BESD61) in Bradley, Illinois and currently holds the tile of Specialist in School Psychology. She has a much more traditional role setting and is responsible for testing students, conducting meetings, and meeting the social emotional and behavioral needs of the

the parent of the student William Wittrock met for a meeting to discuss Williams Individualized Education Program. Attending this meeting was Principal Eric Holmstrom, General Education teacher Sarah Leighow, Special Education teacher Katelynn Lansdon, William’s mother Necolena Wittrock and William himself. The following is a summary of William Wittrock’s Individualized Education Program, which was covered by Katelynn Lansdon during the meeting. The program was designed by Columbia Valley Elementary

School Committees, RTI Members of the IEP team are, the school psychologist, school counselor, assistant principal of special education, speech therapist, occupational therapist, physical therapist and social workers. Members of the PPT are the same members of the IEP including the RTI coordinator. The PPT uses an individual case conference to determine if the needs of that individual student have suggestions for school wide interventions or programs. If the student is having problems academically

When working with students with intellectual disabilities (ID), there are a few things that every educator should keep in mind. To help better understand the characteristics of ID and the strategies use to work with and teach students with ID, an IEP meeting for a little girl with ID was attended, and an interview was conducted with a local teacher who has worked in the field for over twenty years. Cathy Eichelberger, or Mrs. Ike, as she is also known by has been a source of inspiration and encouragement

A Reflection of the Mock IEP Task During the creation of Paul’s Individual Education Plan (IEP), I played the role of the Principal of Warthold Academy. The case student our group was allocated was 14-year-old Paul. Paul was a bright young individual who had a very mild case of Down Syndrome. This meant that Paul had a written communication level of a year 7 and had often trouble to remember information (both short term and long term). Besides from that, Paul was a very creative young student