Iep Meeting Reflection

732 Words2 Pages
bulb-icon

Recommended: Factors affecting communication skills

During my time at Carmichaels Area Elementary School, I was able to further my professional development in various ways. To name a few, I attended the Pennsylvania Department of Education training, DIBELS training, parent meetings, an IEP meeting, and learn about technological programs that were being implemented. The two professional development sessions that stood out the most to me were the parent meeting about enriching a student during reading for my Kindergarten placement, and the IEP meeting I attended during my special education placement. Each professional development meeting allowed me to see ways to present information to parents, communicate the student’s strengths and weaknesses, and build a positive, healthy relationship with …show more content…

I attended a meeting of a co-teacher in the building, because all of my meetings were on a day that I had to return to Waynesburg University. I was able to see how my co-teacher communicated with the parent from the time they entered the building, until they left. I witnessed how an IEP meeting ran, who was in charge, the process of signing paper work, looking and discussing the IEP, as well as how to talk with the parent about any concerns or questions they may have about a goal for their child. The meeting began with friendly conversation, to allow the parent to feel comfortable in the environment. Next, we signed attendance records and other paper work. Finally, the special education teacher led most of the meeting by going through each part of the IEP, with close attention to the goals for the student. At the end of the meeting the teacher asked the parent if there was any information that needed clarification or if there were any questions, and she was sure to address them in a friendly manner. With this meeting I learned the relationships that you build with parents determines how well a meeting or interaction will go. I will always try my best to communicate with the parents, and families of the students’ in my classroom as they are a major part of their child’s learning

Show More
Related

  • Iep Meeting Case Study

    532 Words  | 2 Pages

    While it is not required for Amy to attend her IEP meeting it should be encouraged rather than discouraged for many reasons, especially when a student is old enough to participate in his or her own education. If Amy should want to attend, she should be present. There is so much that she could offer at the meeting, along with creating a sense of responsibility in her own learning. She can help with setting up learning goals along with accommodations that she might benefit from, after all, she is very involved in what she is learning. Also, transition planning for college and other postsecondary goals will be considered after a child turns 16, thus she should be present during this time. Probably the most important reason to involve a student in their IEP meeting at 17-years-old would be to help them develop the ability to self-advocate. This will be important as they move on from high school and into the real world, or college.

    Read More

  • Iep Research Paper

    521 Words  | 2 Pages

    The IEP team may include the student, their parents, a regular teacher, a special education provider and other representatives, such as a social worker or relative child care provider. These meets are required to be held within 30 days of the student’s acceptance into the special education program. Every IEP has the two main goals of setting reasonable learning goals and establishing academic services that the school will provide. The IEP should state which state and district-wide assessments that the student will or will not participate in and why.

    Read More

  • Reflection For School Board Meeting

    891 Words  | 2 Pages

    I went to the school board meeting on March 21, 2016 in Kanawha. The following people were at the council: Wayne Kronneman, Leah Deutsch, Ryan Hiscocks, Ryan Johnson, Jay Burgardt, Mona Buns, Gary Chizek, Todd Hammer, and Jon Harle. The others were mainly community member which included teachers, principals, parents and supporters. Some of the West Hancock staff included Mr. Peterson, Mrs. DeHart, Mrs. Bruns, Mr. Francis, Mrs. Gast and others. The other people who were there were parents and other community members. The first part of the meeting was the revision of the budget and presentation of the budget. This was given by Wayne Kronneman. He explained the budget of this year and how it compared to last years. Also he also talked about the budget for next year. After that they had a discussion with the

    Read More

  • Active Parent Participation in IEP Meetings

    2273 Words  | 5 Pages

    Werts, M. G. (2002). Knowing what to expect Introducing pre-service teachers to IEP meetings. Teacher Education and Special Education, 25(4), 413-418.

    Read More

  • PTA Personal Statement

    847 Words  | 2 Pages

    Volunteering at a children’s crisis treatment facility, volunteering with Special Olympics, coaching children’s sports teams for 10 years and working as a substitute education assistant has increased my understanding of childhood development. Grandmound Elementary School provides me with opportunities to strengthen my leadership and collaboration skills, through teaching art (as a volunteer) to the 3rd, 4th and 5th grade and serving as PTA president. I was able to implement many enriching opportunities for students in areas of art, science, and reading. I learned to work as a team, set targets, achieve goals, give and receive guidance. Participating in these activities has confirmed that working with families and particularly children are my purpose.

    Read More

  • Least Restrictive Environment Analysis

    1296 Words  | 3 Pages

    Most parents know, or at least have a general understanding of the environment or atmosphere that their student needs be in to succeed. The district encourages that parental input be given to the IEP team during a multi-disciplinary meetings, and always tries to take that input into consideration. However, sometimes what the parent wants is not always in line with the student’s ability level, and the IEP team will try to find a compromise, or even offer trial periods to evaluate progress and behavior (S. Cummings, personal communication, November 12th, 2015).

    Read More

  • Iep Development

    645 Words  | 2 Pages

    IEP Development. In developing the IEP, the team should determine the child’s present level of academic achievement and functional performance and project whether any additions or modifications to the instruction or services are necessary to enable the child to meet measurable annual goals and to participate, as appropriate, in the general education curriculum. IDEA requires that the team considers the student’s strengths; parents’ concerns; evaluation results; and academic, functional, and developmental needs of the student. The IEP team must also consider individual circumstances. One special consideration is whether the student’s behavior impedes that student’s learning or the learning of other students. If so, the IEP team must consider the use of positive behavior interventions and supports (PBIS), and other strategies, to address the behavior.

    Read More

  • Special Education Case Summary

    919 Words  | 2 Pages

    In this case, the IEP requirements of the child Frank Evans were not met by the school and the district. The reading and the facts provided in the case show that the district did not have any IEP for the child prepared at the beginning of the school session (Wrightslaw - Caselaw - Evans v. Rhinebeck (S.D. NY 1996), n.d.). The IDEA states that the IEP has to be prepared in a meeting where the child’s parents, a qualified spokesperson from the concerned school, the child’s teacher and when possible the child himself. With the consensus of the people mentioned here a detailed document about the assessment of the child’s educational needs and an action plan to meet the same is devised. Frank Evans was within his legal rights under IDEA to have an IEP for himself which was not provided and hence severely undermined the child’s performance levels in the school (FindLaw's the United States Supreme Court case and opinions,

    Read More

  • My Personal Philosophy Of Special Education

    707 Words  | 2 Pages

    For a special education student to be successful and reach their true potential, it takes a collaborative effort between both the special education and general education teacher. Both teachers need to have an understanding of each student’s disability and unique academic needs. Both teachers play vital roles in participating as part of the IEP team, providing professional input, and best practices to develop the student’s IEP, which will provide all stakeholders in the child’s education the accommodations and modifications for the special needs child to be successful in the

    Read More

  • Public Law 94-142

    1149 Words  | 3 Pages

    Parents have the right to be included in placement decisions, IEP developments, and evaluations. Schools should collaborate and communicate consistently with family members due to the fact they know their child better than anyone else and can be a powerful resource, as well as an advocate, for their development and education (American Foundation for the Blind, 2015). Furthermore, information regarding a student’s disability is highly confidential. IDEA clarifies that such information may be shared with only individuals who are working directly with the student (Friend, 2014).

    Read More

  • Discipline and Students with Disabilities

    913 Words  | 2 Pages

    The Individualized Education Program is developed by a team that includes the parents of the student, a general education teacher, a special education teacher, a school representative (principal), a person knowledgeable about evaluation (school psychologist), and others at request of IEP participants. The primary job of the IEP team is to plan a program of special education and related services that is reasonably calculated to provide a meaningful education benefit. The IEP Process includes a review of assessme...

    Read More

  • Intervention Team Meeting Reflection

    583 Words  | 2 Pages

    During the course of my fieldwork hours I was provided the opportunity to attend several Intervention Team Meetings (ITM), also known as Student Study Team meetings (SST) within my district. In the Rialto Unified School District if a student is experiencing difficulty with class work, behavior, or attendance the teacher or an administrator can refer the student for an ITM. The referral process includes the completion of an ITM referral form along with the items requested. The form is then submitted to the school’s administrator to communicate with parents to inform them of an ITM date. Depending on the severity of the student file the ITM team can request the presence of the school psychologist or a special education teacher.

    Read More

  • IEP Meeting Reflection

    759 Words  | 2 Pages

    His name is Isaac and he is a 5th grader. Isaac recently had his triennial IEP meeting in which I was able to be a participant in. Since Isaac is going to transition to middle school next academic school year the triennial IEP consisted of having Isaac partake within the meeting. The school psychologist and the RSP teacher discussed in-depth Isaac’s disability and transition to middle school using child-friendly language. I conducted my interview with Isaac a few days after my participation in his IEP meeting.

    Read More

  • The Role Of Early Childhood Education

    1153 Words  | 3 Pages

    As early childhood educators, we have many responsibilities to countless people and institutions. The most important responsibility that has been reinforced to me over the years is the responsibility for the well-being of children. Not simply the ones in my care, but all children everywhere. This can be accomplished in many ways such as advocacy. Organizations such as NAEYC, of which I am a member, engage in collective public policy advocacy which involves speaking out for and participating in activities that support and protect vulnerable populations such as children (Freeman, Decker & Decker, 2013). By volunteering at the Judy Center and after-school enrichment programs such as Bridges, I have had to opportunity and privilege to meet and collaborate with many wonderful social workers, advocates, and others who toil so diligently to improve the lives of children. “Helping young children become what they are capable of becoming is what the field of early childhood is all about,” (Colmer, Waniganayake, & Field, 2014, 103). In order to accomplish this, early childhood professionals need to continue to grow and develop as professionals. And so, the professional development of every early childhood professional needs to be seen as a lifelong task (Livingston, 2014). Research shows that teachers with more preparation for teaching are more confident and successful with students than

    Read More

  • My Professional Growth as a Teacher

    945 Words  | 2 Pages

    ...o expand knowledge of subject matter is through read books, journals, and magazine, participate in professional development activities and attend conferences. The value of participating in professional associations and organization helps teacher to move towards expertise to become engaged, active, and passionate and connect to their students (Laureate Education, Inc., 2009). As the teacher enhance and grow in the professional development can have a greatly impact on student learning, “Expert teachers know more than novices and organize that knowledge differently, retrieve it easily, and apply it in novel and creative ways” (Garmston, 1998). Therefore, there is such a significant value of participating in professional development through joining association or organization to help teacher to grow in expert in teaching and making an impact on student learning.

    Read More

More about Iep Meeting Reflection

Open Document