Reflection On Iep Meeting

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

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.

Is there a day next week I could interview Kayla Williamson? This would take place during your Achievement class. If next week does not work, that is ok, her IEP is not until the middle of January. However, I would like to get the interview complete as soon as possible, therefore I could possible hold the IEP before Christmas break.

Discussion: The team converged at Gregory Elementary school to participate in Donte's IEP meeting. The school counselor was not aware or forgot about the meeting which they scheduled . The meeting was rescheduled for Thursday 06/15/17 at 10 am. Tammy expressed frustration with school inability to communicate effectively. Tammy reported that Donte is behaving appropriately at home and in school. She informed the team that Donte's Risperdal was D/c'd because of insatiable appetite, and significant weight gain.

The IEP meeting took place at the Dominick's school. The leader of the meeting was Dominick's special education teacher who acted as the team coordinator. The major players in this meeting were the parents, special education teacher, general education teacher, and the middle school teacher as they are in preparation for Dominick's transition into middle school. In addition, the note taker, assistant principal, and the school psychologist were present.

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

Throughout our lifetime we go undergo many transition, however the move from high school to the adult world is considered the most important. During this transition we are able to explore many things such as our interests, abilities, and talents. We feel more independent since we are able to set goals and make certain decisions regarding our future. When a child reach certain age, a transition plan will play an important role in his or her IEP, during the meeting this plan will develop, rationalized, and reviewed annually. The transition plan must derive from transition assessments that are proper for the student’s age as stated under the Individual with Disabilities Education Act.

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

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 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

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

In the eighth grade I was diagnosed with a learning disability and was given a IEP. Even with the IEP I still struggled to maintain a passing grade through eighth grade and the first semester of ninth grade. During the ninth grade I was put into an academic support class and for the first half of the year I didn’t take advantage of it. I guess, at the time, I didn’t realize the importance of living up to my academic potential and always thought I was stupid and there was nothing I could do to change that. At the beginning of the second semester of my freshman year, my academic support teacher and I had a serious conversation about my future. I told her my plan to go to a four-year university and she didn’t take me seriously. She told me I was

This means that the school should notify the parents with enough time in advance that parents will be able to make it to the meeting. In addition to that, the school should schedule the meeting at a place that is agreed upon by all parties. If a member of the IEP team cannot make the IEP meeting, then the school has to find and use other methods to connect all participants to the IEP meeting. IDEA allows members of the IEP team such as parents to uses alternatives methods such as video and conference calls to ensure participation (300.322). IDEA only allows these alternatives if all parties agree on it.

The student stated that he has taken issue with the speech class he is assigned to. He stated that he does not want to go there anymore, and doesn't feel like it is effective. I discussed that he needs to set up an IEP meeting to discuss his program. He informed me that a meeting has been scheduled. I, very clearly, stated the expectation is for him to continue to go to his classes as scheduled, including speech class, until there are changes made via the IEP process. Warning issued for this referral. Let me know if this happens again.

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