Questions On Individual Education Program

(Sub-issue a): Did the District fail to implement the IEP as written or change the IEP without parental input?

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

One option on the form is that the student will meet the districts graduation requirements or will complete the measurable annual goals and therefore will not need new measurable annual goals. The student is expected to graduate with a regular diploma by the end of the current school year. Another option is that the student will not meet the district’s graduation requirements, or will not complete the measurable annual goals and that student will need new annual goals. The IEP team members will then write a new IEP for the next school year. The third and final option on this form is that the student will not meet the district’s requirement and will not receive a regular diploma; however the school district will not provide the student with special education services for the next school

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.

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.

The meeting was for K.H., who is in Mrs. Hunter’s class full time. J.H.’s mother, Mrs. Hunter, Mrs. Harvey, Miss Revell (Staffing Specialist), Mrs. Ott (Speech and Language Pathologist), Ms. Izette, and I were present at the IEP meeting. This student receives speech/language services and occupational therapy during the school week. Mrs. Harvey introduced all of us to the mother and Mrs. Hunter started the IEP meeting.

Caregiver stated she does not like the way the school communicate with youth. Youth failed three classes and wants to seek educational alternative programs. CM provided the family with a list of educational programs, the family agreed to follow-up with the programs. The family will keep CM updated in regards to education alternative programs.

The meeting started with the positives and the successes. The youth is going to school, getting along with his foster family, and is becoming more independent (doing his laundry, chores, and waking on his own). The foster parents do not have any concerns for the youth. WYP Ngo discussed with the youth about improving his independent living skills through an incentive. The youth is open to the idea. WYP Ngo encouraged the youth to gather information on the football team the youth is interested in. The youth wants to join the football team in school. The youth is attempting to make up credits in one of his classes by doing extra credits. The youth is willing to meet with his biological mother again. Social services worker is attempting to schedule

I was never invited to that meeting; rather I found out from Mrs. Avalon that it was set up on November 5th at 11:30 am. I was however invited to a meeting on that same day at 2:30 pm, with the Heartshare team, to discuss Alexia’s progress, (but no mention of the IEP meeting). I am very knowledgeable about the board of education’s procedure regarding IEP meetings as I am the mother of three special education children. If the parent does not show up to the IEP meeting the board of education and the school have the meeting without the parent(s) and later present their findings to the parent and he or she signs it. While I was not informed about the IEP meeting, I was invited to go over the results of that the meeting’s

Thank you for following up on the IEP meeting. We are glad that there is some progress on the matter. We also wanted to thank the IEP for team for their time and recommendations.

Parents and educators will not always agree on what is best for their child. Murdick, Gartin, & Fowler (2014) state, “the parental view of ‘what is good for my child’ may not be consistent with the school district’s view of what is good for all those in the school” (p. 239). Therefore, it is important that parents know and understand they have rights when it comes to the education of their child. As well, there are legal options available when disagreement occurs. These rights and options come in the form of the procedural safeguards outlined in part B of IDEA. Schools are required to provide parents a copy of the procedural safeguards explaining their rights and legal options upon referral of services, when a complaint is filed, when a change of placement decision is being considered, and anytime upon parental request (“Procedural Safeguards Notice,” n.d.).

Protection in Evaluation: This one is a huge part of the whole process. This is where the teacher has to watch the student then fill out tons of paper work before they can even report them for an IEP. There is a bunch of special rules that were developed in 2004 to ensure that the student and the parents are not getting ran through a bunch of hoop for nothing or if they really need help that they get it. The process is not a short one and it is very tedious in the whole process. There are a lot of meeting with different people deciding on your child’s fate in the process to get him or her the help they need and

This idea is to have the parents involved as much as they possibly can. Parents are involved throughout getting a student evaluated, making plans, and so much more. When a student is old enough and has the ability, they will start to join in on the planning of their IEP. When the results of the evaluation come back they are there to review the data and then decide what plan of action they should take from there.

CM returned Ms. Quinones (caregiver) voice message regarding Taina (youth) behaviors. CM was informed that youth continues to not comply with caregiver rules in the home. Caregiver reported that youth does not obey curfew. CM and caregiver discussed youth’s achievement in school; caregiver stated that youth is failing her classes. Caregiver wants youth to learn that her actions has consequences. CM informed caregiver that Maureen O’ Dea (IIC) is available to work with youth. Caregiver agreed. Caregiver expressed that she had to cancel youth’s IEP meeting due to caregiver being sick. CM confirmed scheduled meeting at youth’s school on 2/23/17 at 9:00am. Caregiver confirmed.

Because of my relationship with the family (I was the boys previous teacher), I was asked to be part of the IEP team. I was able to calm the mother’s fears and support her as she looked at and finally accepted sending one son to an outside placement – where he is doing extremely well