Why School Is Bad Kids

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

“At risk” is a term that is frequently used to define students attending an alternative school. These students are “at risk” of a having a broad range of educational, behaviour and social issues along with dropping out of school completely (Carole G. Fuller and David A. Sabatino, 1996). The steady growth of youth attending alternative school has been supported by authors, researchers, organizations and even school boards for giving students who are/were “at-risk” in a mainstream school setting an alternative experience. (Carole G. Fuller and David A. Sabatino, 1996)

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.

The IEP project was a very informative project, especially since I teach Kindergarten and I’m used to reading IEPs rather than “writing” them. I chose to use “Derek” as the student for the IEP final project, and found a few obstacles in completing the project. First, there was not a specific diagnoses for Derek, and other information was not readily available in the student scenario. Even though this information was not provided, I feel that I learned a great deal from completing the project, because I was pushed to do more research and analyzation of the scenario. I agree with the teacher’s referral for evaluation, and Derek’s parents’ wishes for him to receive specialized services. I believe that the student will be successful, once

Whilst my team and I created an IEP to suit Paul’s learning needs. I noticed that my role as the Principal was

Kids need to go to school because there are over 70 million kids that do not go to school?This is a very important thing that kids go to school so they have a good grade, and get smarter and smarter.Now if they have something to do they can get really good grades.First,the parents probably have to work short at there work so they can let them learn and instead of learning in school learn at home.Second,but school is way better then staying at home and learning there with there mom or dad. The kids might not even learn with there mom or dad, but school is way better.

I had never heard of an IEP until my first education class in college. After first hearing this term, I experienced IEP more and more once I began field experience hours. For PDS, I was placed in a kindergarten classroom at Normal Park Museum Magnet School. At this placement, I was able to sit in on an IEP meeting for a student who had AD/HD. The meeting included the student’s parents, special education teacher, general education teacher, principal, vice-principal, and an IEP facilitator that the school used. This student had already had an IEP, so the IEP team was discussing the student’s strengths, weakness, improvements, and areas of need.

It is fitting to see why IDEA, the federal law that governs special education, makes the parent’s role on an IEP team, the primary decision maker. After all, not only does the parent have the highest legal responsibility, they are also the ultimate expert on the child. The input they provide to the team is undoubtedly considered to be the most essential and invaluable. Granted, still, I didn't realize just how discernible and critical their role is until I witnessed a parent in action during an IEP meeting at Donner Elementary on September 08, in Elk Grove.

This week marked my fourth week in Ms. Davis’ classroom. I am starting to realize that part of being in a team-taught classroom with a high number of IEP’s means you spend a great amount of time making accommodations and attending IEP meetings. I am starting to feel lost in conversations regarding accommodations, monitoring, and data collecting. WOW, the responsibility seems overwhelming!

Students all over the world hate homework. Even some teachers hate homework, but they still assign it. Homework causes stress, students have no time, and if kids don't understand the homework, it won't help. Homework just causes a lot of problems. Student should not get anymore homework.

An IEP team is composed of: a regular education teacher (if the child has one), a special education teacher, a representative of the public agency who is qualified to provide instruction to meet the child’s specific needs, someone who can interpret the results of an evaluation and what they mean for instruction, people who have knowledge or expertise regarding the specific child, the parents of the child, and the child themselves, if

Five Reasons I hate school. 5. We go to early in the morning and get super tired during school.

IEP meetings however, there are certain things that are required to be done by the school staff. These thing consist of notifying the parents and the participants, notify the parents early so that they have time to plan to attend the meeting, schedule the meeting in a place where both the school and parents agree, inform the parents that they may invite a person who has special expertise and knowledge of the student, inform the parents the purpose, time, and place of the meeting, and inform the parents who will be attending the meeting. Once these things have been taken care of the meeting may precede. It is during this meeting that the IEP is constructed. As the IEP is being constructed it is very imperative that the IEP includes information

An IEP can be a stressful process for families if they are not given the proper help to help them throughout the IEP process, from pre-meeting to post-meeting. When working on the Family Needs Assessment project, parts C and D, or the pre- and post IEP packets helped to provide meaningful information that parents can use to guide them through the IEP process so that parents or guardians can make comments and ask questions they may have regarding the IEP meeting. Including families in the IEP process can help in providing vital information as well as continue to improve on the teacher/family relationships. Also, the packets can help to give equal partnership to the families during the IEP meetings to help develop the child’s education plan. In order to help build positive relationships with my student’s families, I would try to apply the same packets used in the Family Needs Assessment project to the families by providing the packets either by email or by newsletter before and after the IEP meetings in order for the families to feel prepared and as much a part in their child’s success as the educators do. I want my families to be included in any process or meeting that may regard their child because families know their children better than educators, so the parents/ guardians inputs help to ensure that the child is getting the best education. Providing IEP packets can also provide the IEP team feedback as to how

According to the survey of Maxican and Dominican children, found that most of the children are stressful from the parent's pressure. The children who are forced to do things according to the parents' needs and wants and that makes those children have problems with their mental. Those children are restricted by their parents so they lack of freedom, everything must be in the rules. Moreover, these parents also expect their children to be the number one in school, that's no doubt why those children hate going to