Iep Reflection

I believe that goals can give me strong motivations and guide me in a right way to pursue them. My short-term goal is to

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

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.

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.

In the eighth grade I was diagnosed with a learning disability and was given a IEP. Even with the IEP I still struggled to maintain a passing grade through eighth grade and the first semester of ninth grade. During the ninth grade I was put into an academic support class and for the first half of the year I didn’t take advantage of it. I guess, at the time, I didn’t realize the importance of living up to my academic potential and always thought I was stupid and there was nothing I could do to change that. At the beginning of the second semester of my freshman year, my academic support teacher and I had a serious conversation about my future. I told her my plan to go to a four-year university and she didn’t take me seriously. She told me I was

In the first lecture that outlined the IEP rules and regulations I was surprised to learn about three things. The first was that all IEPs must be in effect by the beginning of the school year and should happen immediately following an IEP being written. As an administrator, I would start each year by reviewing the IEPs and ensuring that my intervention specialists review the IEPs with general education teachers. I would also want to check with general education teachers and intervention specialists periodically to ensure that special education services were being followed and goals were being met within the classroom. This would help to stop any potential lawsuits from arising and would make sure the law was being followed. The next thing that I did not realize was that throughout the IEP content that there was a section entitled “present levels of performance” that uses parent friendly language. The parental language is really crucial to zoom in on as an administrator because it helps solidify a relationship with the parent and also secures that parents truly understand what is happening with their child. If I were an administrator then I would make sure my intervention specialists were writing all IEPs in language that any person could understand for this reason. Lastly, I did not realize that when evaluating the progress of an IEP that one must use research-based data as documentation. I was under the impression that observation and teacher input could be used

I totally agree with the parents either being involve and not involve because that can have a drastic change in the student’s success. However, all the points you made regarding an IEP and parents because that is very important to approach it having their opinion throughout the process.

While working in a school setting, I’ve worked with many different students. Upon working with these students, I have noticed that many of them have different psychological, physical, and social experiences because of their diagnoses. Many of the students receive Individualized Education Programs (IEP) to assist them within the classrooms. Depending upon the progress within the modifications made, many students receive more assistance through positive behavior support plans. Within my experience in urban settings, I noticed that many students with IEP plans or behavioral issues are easily diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). Due to cultural, lifestyle, and value differences many students with behavioral problems have

Action: MHP and MHS attend the IEP meeting at Clarence’s school with the DSS worker and adoption worker. MHP provided support to MHS as she answers questions regarding Clarence’s behaviors in the home and community. The school official review the past IEP and explain the classes from that school district is not offered at Berkeley Middle. The DSS worker asks questions about assistance in the class room and request an update of skills learning. The school official provides each person a copy of the IEP plan.

I have accomplished some of my goals in the physical, emotional, intellectual, social civic categories. It has been a challenge to maintain every single goal, but with the time I have been able to reach most of my goals. It was not very easy to do every single one, but I tried my best in every category.

A time in my life when I attempted to reach a goal was when I got my first skateboard. I had ridden one before but had never had one of my own. I tried to ride it as much as I could and get better.

The student stated that he has taken issue with the speech class he is assigned to. He stated that he does not want to go there anymore, and doesn't feel like it is effective. I discussed that he needs to set up an IEP meeting to discuss his program. He informed me that a meeting has been scheduled. I, very clearly, stated the expectation is for him to continue to go to his classes as scheduled, including speech class, until there are changes made via the IEP process. Warning issued for this referral. Let me know if this happens again.

Everyone has goals but not everyone achieves them. I refuse to be one of those people who never go for their dreams and goals. I want to become happier and self-appreciative. I want to stop saying “I wish I can do this, ” and start saying “ I can do it!” These goals may be little to you but to me, it's definitely not small.

All my goals I have set forth, are all able to be accomplished. I have faith in myself that if i keep the right mindset that i will be able

In fact, the amount of goals one person has is probably a long list and certainly too long to list in an essay but, I can tell about a few of my biggest goals for the future. Before I was born,