Iep Professional Development Observation

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

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

[The learning goal that I choose aligns with the IEP because it is supporting and providing a strategy to aid my focus learner in solving word problems. In order for the focus learner to solve word problems, she needs to know what the question is asking and find a concrete way to represent that. Her IEP goal states that she will “…underline and circle key numbers, then write an equation and solve each problem…” The learning goal aligns with this IEP goal because it has her master a strategy that has her do exactly what the IEP goal is asking. The STAR strategy has the student circle or underline what they know and what they need to figure out, then translate the word problem equation into a picture. By having the student draw a picture, this

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

concerning mediation after CW’s IEP was adopted, but not while Jason and school officials were

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.

Part 2: By completing this unit, you should now be able to plan for the resources required for personal professional development (Learning Outcome 2)

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.

we must never do evil even for the sake of accomplishing something good, we should always treat others with the same love and respect with which we want to be treated, everything we do should reflect genuine concern for other people.

“This is what you shall do; Love the earth and sun and animals, despise riches, give alms to everyone that asks, stand up for the stupid and crazy, devote your income

Mike appeared to be respectful of his peers and vice versa. After reading Mike’s IEP, I was surprised to learn that Mike has difficult in-group settings. Indeed, in my field observations I witness several instances where other students looked at Mike as a leader. I found students to be aware of what Mike was doing and admiring how Mike is able to stay focused on his work. Also, Mike was engaged in the classroom and asked questions in a simple and safe manner. Mike interacted well with both genders. For example, he was an attentive listeners and speaker when going over an assignment. He was the only boy white.

Whilst my team and I created an IEP to suit Paul’s learning needs. I noticed that my role as the Principal was

For instance, there is has to be leadership coming from any of the team’s members, pregroup planning, a clear agenda, there is must be clear communication among team members. Moreover, members need to reflect of group process and manage of conflict during an IEP meeting. Subsequently, the critical role school counselors play in contributing to an effective IEP process must be discussed clearly. Counselors possess skills to facilitate group process and the group’s content during an IEP meeting. One of the counselor’s role during an IEP meeting is leading to create a trusting and open environment that would facilitate communication among all team members and help parents to feel that people value their input.

Make no expense but to do good to others or yourself; i. e., waste nothing.”