Ip Action Plan

Jasmine Keller is a fourth grade student who has been monitored and reported as a student at-risk. Jasmine has a, “weak short-term memory that affects her involvement and progress in the general education curriculum in the areas of reading decoding, reading fluency, reading comprehension, spelling, and math calculations. Her reading level is at second grade. Broken down word recognition is at an equivalent of grade 1.7, and comprehension at 1.3. She has relative strength in vocabulary. If given classroom assessments with a screen reader she is very successful. Her writing skills assessed to be uneven with only weak spelling skills, which is at a first or

Karyss is a 2nd grade, who has repeated second. She will be turning 8 in August. She has an individualized education plan in place to support her writing and reading comprehension. As of April 29th, she started coming to for support with number sense, multiple step word problems and fact fluency. Her math grades have been three all quarter long. Cognitively, she has an even profile: General Conceptual Ability = 95 Average, Verbal = 96 Average, Nonverbal Reasoning = 96 Average, Spatial = 98 Average. These scores show that she has the ability perform on a grade level task. On the Second grade CASE 21, which is a county benchmark assessment she scored two at 39%.

Special Educators are greatly needed in our school systems all over the United States. It takes a special person to be a Special Educator. In most jobs you are in need of patience, but with this career a requirement is patience. Some people are cut out for this career and some are not. Emotionally and physically this job can take a toll on someone.

In some cases there may need to be an advocate in place due to the child’s/young person’s disability.

The special education teacher interviewed, talked about this goal to meet each child’s need is challenging to her especially in eleventh and twelfth grade. The teacher tries to strive towards their educational goals, their need areas, and work on their strengths.

A special education teacher needs to acquire a variety of different skills in order to succeed. “The majority of young men and women who major in special education bring a heaping helping of heart, personal commitment, and passion to the profession” (Hollingsworth). A special education teacher must enjoy working with children and developing activities and lessons to help them learn. Qualities necessary for

Advocates also come as Nurses, Social Workers, Therapists, Teachers, or school officials. You do not need a specific degree to become an advocate. A degree in Social Work or Psychology and even Law can be handy if you are seeking a professional advocacy role. It is best to specialize in a specific area (condition, situation, program) to be an effective and powerful advocate for your client. The most important part of being an advocate for my son is knowing his needs. When an advocate is seeking services for their client, he or she needs to thoroughly understand in detail the clients needs. Knowledge and complete understanding of diagnosis meanings, educational challenges, disabilities, abilities, and medical limitations are crucial.

The map of Norwest Station shows its proximity to the Business Park, Marketown and Hillsong and for the residents especially whilst it is still being built they are at a disadvantage due to the traffic congestion, noise, pollution, unsafe and unattractive area. Once complete these problems should be solved but the station will bring about more people to the already bustling Business Park.

Special education teachers remain in high demand. Although there are numerous special education teaching jobs, there aren't enough individuals in the field to fill these positions. Children suffering from mental or physical disabilities often need special learning method and require more time and energy from their instructors. Currently, approximately ten percent of individuals working in this field lack the necessary credentials, and states are authorizing temporary licenses. Teachers with a temporary license are then given a predetermined period of time to complete their license. As the need for teachers in this field is expected to grow by approximately 35 percent over the coming decade, those wishing to become a special education teacher will find they have numerous job opportunities.

Why Do I Need an Advocate for My Child's Education? Introduction Identification of student needs is one of the first steps to fostering a healthy learning environment. The process of IEP is designed to do just this, it is especially useful in the case of students with special needs. The teacher needs to know the challenges that the student faces in order to help them.

S.A is 13 years old male, in the 7th grade. S.A. doesn’t like school, but if he had to pick his favorite subject, would be Social Studies. He has a special education teacher who helps him with math and reading. A IEP (Individual Education Program) was designed with his school, ForKids, and mother; which is designed to meet his needs, through educational accommodations. He receives specifically designed instructions and meets with a speech and language therapist monthly. The school reported that S.A. might be experiencing depression based on school behavior. Family therapist was assigned, but his mother believes he may be dyslexic. Doctors disagree; S.A. is still being diagnosed.

The participant is a 12-year-old female entering into the 7th grade. She has been diagnosed with attention-deficit/hyperactivity disorder and as a result of the diagnosis she takes a low dosage of medication to help with the "side effects". Research will be conducted at the participant’s home where she will be observed and interviewed during various times throughout the day: while completing chores, during independent reading time, and while interacting with her siblings. The participant lives in a Southeastern Michigan suburb with a population of roughly 31,000 residents, 97 percent of those residents being Caucasian, and with an average household income of approximately 64,000 dollars. The participant lives with both parents and two younger siblings. The participant previously attended a private school in Toledo, Ohio. She was very involved in sports and played for the soccer and volleyball teams. Her friends came from upper-class homes and carried straight A 's. The aforementioned school did not offer services for students with excel or struggle in the classroom. The participant struggled with her academics and was not able to receive additional services, such as, tutoring help. The parents of the participant felt that it was in the best interest of the student to enroll her into their neighborhood school system. She has already joined the

Overall, Lucia is very respectful with good work habits, and good classroom conduct. She is willing to help teachers and peers at anytime and accepts assistance with a positive attitude. Lucia needs to learn how to advocate for herself and ask for help when needed. At times, she will not let the teacher know when she is struggling. A concern with Lucia's academic progress is the frequent absences from school. Currently, she has 34 days out total, __ are excused days. The team is aware most are excused and always tries to get her caught up, however, she misses support often because she is also leaving early. Lucia can seem overwhelmed in her classes because she is constantly catching

During the initial process Bryanna’s parent’s if they had noticed her struggle could have referred her for evaluation. However, based on the school’s procedure she monitored and recognized by her teachers as needing interventions. Bryanna was tested in both Reading and Math because that is where she was expected to have challenges. Bryanna who is currently in a general education received both tier 1 and tier 2 interventions unfortunately, Bryanna results “did not qualify for special education services with an SLD/LD designation as school personnel had anticipated she would” (Disabilities, 2006). However, once the team took a further look at the results she was determine to exhibit significant delay in speech a language which qualified her for services. Bryanna “was referred for a special education evaluation due to inadequate response to intervention” (Disabilities, 2006). Because Bryanna has been determined to need intervention an IEP meeting will be scheduled. “IEP’s are written documents that include statements of student’s current academic achievement and functional performances, annual goals, how team will measure progress toward goal specific educational services (Russo & Osborne Jr. , 2008, p. 84) The team must notify Bryanna’s parents of the results of the evaluation and provide her with detailed information regarding the process. Currently the team is still waiting on the parent to respond to the evaluation results and request to meet. The team only has a timeframe of 30 days to complete an IEP meeting on behalf of the student. “Educational officials may still continue with process as long as they follow procedures outlined in section 1415 of IDEA (Russo & Osborne Jr. , 2008, p.

The organization that is the subject of my action plan for change is the xxxx. The xxx has gone through many changes with the creation of a formal human resources division within recent years. Attempts to centralize the recruitment and hiring process in the human resources division with