Iep Team Case Study

IEP’s which are individualized educational plan are very important documents, they are used to meet a student’s educational needs. There are certain criteria a student must meet to be eligible for special education services. A team of people work together to create

I used written backups to oral instructions, using the PowerPoint slides and the white board.

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

Imagine you are young teenage girl in the high school setting. You look the same as everyone else. Nothing on the outside appears to be abnormal. You want to be included and do everything else the other students are doing. However, you have this learning disability no one knows about except for you, your parents, the exceptional educator, and now your general education teachers. It’s not easy being different wanting to do everything the other students are doing. Well, this is why mainstreaming and inclusion are important for these students. They want to be successful like everyone else. They want to fit in. They want to go to the general education classes with everyone else. Leading up to this is why Individual Education Plans

Several students have IEP (individualized education plans) at my school. An IEP puts into writing the specific, individualized requirements for the child's education that must be fulfilled for that child to have an education which is commensurate with

[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

In my district, in order to ensure the accommodations are being implemented according to IEP deadlines, special education staff frequently monitor our classroom activities, as well as meet with the teachers and request they complete a progress report on each student with an IEP. Our responses will show if we are not applying or interpreting the accommodations correctly or if there are ineffective accommodations. For example, in Joseph’s situation, if one of the accommodations is that teachers are to provide preferred seating in the classroom, but it is not affecting his focus, the team might need to reconvene to modify the IEP accommodation to small group work. Regardless of the reason, having teachers complete a progress report provides documentation that is essential to the IEP process. This fact is supported by Lombardi and Ludlow; “general education teachers are expected to be prepared to modify the scope and sequence of their curriculum when needed” and “when either the teacher or parent feels the program is not meeting the student’s needs, it is important for both parties to have documentation to support their positions” (2004, p. 14-15). Lastly, because the mother felt there was a serious lack of communication between her and the school, a regular report should be given to her, using her preferred form of

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

None of § 1415’s other procedures show that there were procedural defects in CW’s IEP

On Monday, September 25th, I was invited to sit in as the general education teacher in an IEP team meeting. The meeting was held for a student with down syndrome, identified at birth, who qualified for services under the category of 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 (Main speech therapist, 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

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.

All throughout my life I have been told that no matter what if I can dream it I can do it. I have had an IEP throughout my middle school and high school career. Something important that I have learned is that even though I have an IEP I should not let that define my educational career or define who I am as a person. Growing up I always knew that I was going to go to college and I think that motivated me a lot in school. I discovered my sophomore year that I was really had a passion for business. I decided to take several business classes. Looking back I am really happy that I choose to take those classes because they will put me ahead of my classmates in college and the classes have taught me the important’s of team work. My educational goals

At On Lok, the interdisciplinary team, (which consists of a physician, nurse, social worker, physical and occupational therapists, transportation staff, geriatric aids, nutritionist, office manager, and recreational activity leaders), is tasked with identifying and addressing the elder’s personal and medical needs. Prior to enrollment, all members of the interdisciplinary team prepare an assessment of the candidate and then come together to develop a comprehensive treatment plan. The treatment plan is then presented to the participant and his/her family for consensus. The team then coordinates the delivery of senior care services, monitors the participant’s progress, and adjusts the treatment plan according to the participant’s current needs.

Worden, R. E., Kim, M., Harris, C. J., Pratte, M. A., Dorn, S. E., & Hyland, S. S. (2013). Intervention With Problem Officers An Outcome Evaluation of an EIS Intervention. Criminal justice and behavior, 40(4), 409-437.