Participant Oriented Evaluation Paper

The IEP is created by a group of individuals who play an important role in the student’s success. Those that should be involved in the creation of the IEP are the parents of the students, at least one regular education teacher of the student, at least one special education teacher, a representative of the LEA who is able to supervise the plans, someone who is able to interpret evaluation results (may be someone already on the team), any other person who has knowledge about the student, and whenever possible, the student with the disability (Gibb & Dyches, 2016). The evaluation results will be used to decide the child’s eligibility for special education and related services and to make decisions about an appropriate educational program for the child. Once the student is tested and determined eligible for services the IEP must be written.

The Individualized Education Program (IEP) mandated by IDEA draws on the results of a comprehensive evaluation of the student's educational needs at least once every 3 years (ibid.; Smith 2000). The IEP must identify the student's current level of educational performance; measurable goals and objectives; special education, related services, and other accommodations to be provided; and the extent of participation with nondisabled students. The IEP must also specify how the student's progress will be measured, how parents will be informed of progress, and the extent of modification in state- and districtwide tests. Beginning at age 14, the IEP must include a statement of transition services the student will need to reach postschool goals; beginning at age 16, the IEP must include a statement of transition services

In the American system the curriculum serves 5, 000 students and more than 20 countries and we need to review and look at the IEP process. The question that has spark concerns is to look at students direct IEP and how we can look to evaluate it? How students benefits from an IEP and what would be the first logical steps to change the process. We have a mixture of students who are not all English speaking students from all backgrounds and have some disabilities. I’m not here to complain about the teachers in your system, you have wonderful teachers who capture student’s interest and encourage students learning. But we are here to address the IEP’s process issue.

Next the webinar described the steps taken by the school district to ensure participation in the IEP meeting. The individual components of the IEP were described. Finally Extended School Year (ESY) and the reevaluation process was described in the webinar.

in this picture i took a group selfie at work. my manager drew, the man in the orange, is looking at the camera. he is wearing an orange shirt, has his glasses on. has a look on his face as if to say “storm what are you doing?” one of my best friends jasmine is also in this picture. she goes to school with me. she has a smile on her face because i had just cracked a joke. i seem to always make the crew members laugh. she is weariing her mcdonald's visor / hat. has on the mcdonalds uniform and is looking at me all smiles. Erika, the woman in the picture with purple gauges is about 8 months pregnant. she is having a baby boy and she is rubbing her tummy, her son was kicking, her belly was moving in the way his foot was. she seemed to be in alot

When I went to sit down to answer my inquiry question, I thought back to my experiences where I felt parents were not in full agreement with their child having an IEP or of the services being provided. I then read your reply Lynne and a light bulb went up! It seems my questioned focussed more on the negative aspects of the relationship that may occur during teachers and parents when it comes to developing the IEP. I thought,” How did I make sure our meeting was positive, where the best interests of the child were met?

Over the past few weeks, I have been observing an all-girl organization by the name of EAGER Inc. I observed middle-school aged girls in Baltimore City Charter Schools. The girls have been working together for about one to two years. They interact with one another on a daily basis, and sometimes after school for programs. The groups needs came to the agency's attention through the principal of the school who noticed that the girls needed behavioral assistance. This group of girls need mentors and the appropriate guidance that will help them transform into successful young women and people who can help keep them out of trouble. The group barely got along with each other, and they always bumped heads during the sessions. The girls realized that

First and foremost, this toolkit is a support for educators during the IEP process, which is a time when teams are deciding on placement and choosing appropriate supplementary aids and services. The toolkit includes questions to think about during IEP meetings and steps outlining the important aspects of the process. It is an invaluable guide for educators, especially when there is some gray area or difficulty making decisions on how best to serve the child with disabilities in the general education classroom.

They state they are unhappy with the current behavior plan and request that the school access their plan and make appropriate adjustments. The IEP team should be accepting of the parents' input and consider using a family centered approach where “professionals encourage the families to make their own choices” (book). This model can lead to a professional level of interaction among families and the IEP team. It can also lead to a dynamic and productive meeting now and in the future, since the parents feel that their input is being valued. Without this approach, the parents and school may begin dispute each other’s ideas, limiting the progress made during their

I bealive that organized activitys are more important for the formation and development of a children mind in many ways, and it will be fun for the children, because they chose what activity the want to perform.

The key concepts and steps in the collaborative IEP process include identifying the issues, supporting them with evidence, clarifying perspectives, discussing trans-disciplinary team decisions and brainstorming potential goals for the student. In the beginning of the process, it is very important to assign or take on roles so that everyone is involved in the collaboration process. Working as a team is very important so that each person on the IEP team (special ed teacher, gen ed teacher, SLP/OT, etc.) are held accountable and are giving their feedback towards a common goal. Collecting data from the student, his/her parents, prior teachers, current teachers and assessment score are part of the evidence portion of the IEP process. These beginning steps are vital in helping you paint a picture of the student, including their strengths, needs and the support options available.

Choosing an evaluation depends, to a great extent, on the program being presented to stakeholders, clients or other individuals; the program must encompass different aspects that would directly affect the plan’s efficiency, effectiveness, cost and overall purpose.

Participant Observation is a methodology used in field research. The position is known as a researcher and the researcher participates with the group sharing the same activities.

It is important for program managers and decision makers to know if their program is accomplishing its founding purpose. To provide that insight and aid in decisions about a current or proposed course of action, a program evaluation can be a very critical tool to determine how well a program is working and what impact it is having on the problem it is attempting to address. With that said, how are intended users and beneficiaries of an evaluation supposed to know if the evaluation they have been given is a good product, with enough substance to guide them in making critical decisions that will affect the livelihood of program workers, the wellbeing of program participants, and influence the use of the limited resources available to address

The purpose of a program evaluation is to assess working programs and determine if the outcomes are sufficiently effective (Houser, 2015). Program Evaluations are a type of action research leading to improved programs and services for the designated populations. Feedback from stakeholders is necessary to confirm the program is operating to the highest quality and standards (Astramovich & Coker, 2007).