A. Notice of IEP meeting for __Tiffany___.
A1. Explanation of IEP conference:
a. Purpose: The meeting is an annual IEP meeting to discuss Tiffany’s progress on objectives and goals and to look at the programming for the following school year.
b. Possible Outcomes: A meeting will be planned with the Special Education teacher, General Education teacher, Principal (or district representative) and individual who can evaluate the child. We will work on goals for Tiffany and set those goals with a yearly IEP and a 3 year revaluation. Tiffany will receive a new annual goal and her schedule will most change. Tiffany’s schedule may be altered and she will be in the general education room for whole group instruction and for a portion of the day the special education room for academic support. Tiffany’s parents will be informed of the services that will be provided for their daughter. Tiffany’s parents will also be informed of the modifications/accommodations that Tiffany can
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Justification: The strategies for Tiffany should help her be more successful in the classroom while still allowing her to learn. These strategies will assist her ……
2. Strategy: Tiffany is struggling with the content of material in the classroom. The regular education teacher meets with the special education teacher about the delivery of instruction. They meet face to face and discuss modifications that need to be made. Modifications to classroom instruction will be created with collaboration between the general education/special education teachers including giving instructions one at a time with repeated instructions as often as needed. Arrange that the most difficult subjects are in the morning. Using color charts, visual aids, pictures to help Tiffany succeed.
a. Justification: Alternate schedule as need and some core subjects may be taught in small group therefore Tiffany is successful. General Education and Special Educations teacher meet and collaborate as
The Gaskin Settlement Agreement is an agreement between a group of families and advocacy organizations who filed a class action lawsuit against the Pennsylvania Department of Education (PDE) on behalf of a group of children with disabilities in 1994. This agreement does not change a student’s placement, program, or IEP in any manner. Only the IEP team has the authority to make modifications that will impact a student’s IEP. The main goal of this settlement is to make sure that IEP teams will determine if the goals in a student’s IEP may be implemented in a general education setting with supplementary aids and services prior to considering an environment that is more restrictive in nature. The elements of this case were designed to help increase the capacity of school districts to provide related services, SDI that is appropriate, supplementary aids and services, and supports to students who have disabilities that are placed in general education classrooms. The PDE lists many important elements of the Settlement Agreement to be aware of...
B. "No, I don't recommend that Amy attend this IEP meeting. At 17, she's too busy with her friends and school activities to be interested in such a meeting."
This is simply not the case. Students who have not had the benefit of previous instruction often feel a debilitating inability to contribute (Martin, VanDycke, Greene, Gardner, Christensen, Woods, & Lovett, 2006). Without specific IEP instruction, students have no idea how to participate in IEP meetings, nor do they fully understand the purpose of their IEPs (Martin, Van Dycke, Christensen, Greene, Gardner, Woods, and Lovett, 2006). Lack of instruction, however should not be the hindrance that prevent students from participating and leading the IEP process. Students with disabilities must be taught how to direct their IEPs.
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.
Imagine you are young teenage girl in the high school setting. You look the same as everyone else. Nothing on the outside appears to be abnormal. You want to be included and do everything else the other students are doing. However, you have this learning disability no one knows about except for you, your parents, the exceptional educator, and now your general education teachers. It’s not easy being different wanting to do everything the other students are doing. Well, this is why mainstreaming and inclusion are important for these students. They want to be successful like everyone else. They want to fit in. They want to go to the general education classes with everyone else. Leading up to this is why Individual Education Plans are important for these students to have a chance at normality.
Rachel’s parent disagreed and with the Districts decision of half time special education placement and placed her in a private school in a general education classroom with supports where she was successfully meeting her IEP goals. Rachel’s parents also appealed the district’s placement decision to a California Special Education hearing officer. After fourteen days of hearing, the hearing officer ruled in favor of the parents and ordered the District to place Rachel in a general education classroom with support services. The District appealed the decision and the courts had to decide if the decision made by the hearing officer complied with the Individuals with Disabilities Act (IDEA). The courts ruled in favor of the defendant finding that the appropriate placement for Rachel, under the IDEA, was in a general education classroom, with supplemental services, as a full time member of
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.
From the very start Helen Williams was controlling and not cooperating with the ideas of Mary King. Before meeting, Helen already created lesson plans even though she knew she was going to be working with another teacher. Instead of discussing and working together, Helen dictated Mary’s role in the classroom as “helping the ones having trouble” which not only divided their relationship, but their class and students as well. Helen and her inflexible ways led her to dismiss Mary’s instructional ideas and initiated an ineffective co-teaching experience. Helen had complete control over the classroom which defeats the purpose of a co-teaching partnership. This dominance and control caused students with disabilities like Jim O’Hara to lose hope and motivation. Jim O’Hara was unable to pass his spelling tests due to his disability. In this setting it was both Mary King’s and Helen Williams’ job to find different techniques to modify and/or accommodate instructional practices for students like Jim to be successful. Due to the lack of communication in their partnership, the adaptations to the curriculum were ineffective because they weren’t on the same page. This is a problem because not only was Jim skipping class, he was also failing English and could potentially lose his scholarship. Mary King’s lack of assertiveness also resulted in this ineffective teaching partnership. When they first met Mary King believed that “Helen had made up her mind and that discussion would be futile so she said nothing”. In order to have an effective teaching partnership, communication is a key component. So by Mary trying to avoid potential conflicts and confrontation it hurt the relationship even more because it was that first day they met that a discussion about their roles, objectives, and goals should have been discussed. They were both unable to put their differences
The site is called vbschools.com it has a specific list of what it expects of its special education teachers. The first point was to provide direct and indirect support to the student. This also included when teaching use strategies that will help the students develop their sensory, cognitive, motor, language, condition, and memory skills. This already seems like a demanding task. I have seen Mr. Mitchell do this by mixing activities. He would mix sensory such as having the kids shape number out of clay instead of just writing the
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).
Training should be implemented on IEP’s and modifications and accommodations for general education teachers. General education teachers should also be trained on utilizing the special education teachers experience in modifying, accommodating, and differentiated instruction. We are a team and the goal we are working for is for all of our students on our campus to be successful, general education and special education students.
There are many things that need to be included in an IEP. There are the obvious things like the students name and identifying information. Also, the date that the special services will begin, where the services will be delivered, and the duration to which these services will extend. Places to which these services can be administered include schools, homes, and/or hospitals. The age for which services can begin are at the age of 3 and end at the age of 21. Another thing that will be included in the IEP is a statement of the child’s present academic achievement and functional performance. This may include how the child’s disability affects his/her performance in the general education classroom, or how a child may be unable to participate in certain activities. After identifying the child’s problems in the general education curriculum, goals can be put into place. These goals include both academic and functional goals that are designed to allow the child to progress in the general education curriculum. There must also be assessment information in the IEP. This information includes
As one special education teacher said, “I have to collaborate with the teachers of all my students to make sure I am supporting what is being taught in the classroom and supplementing my own resources. Finding the time to talk to each teacher is extremely important and extremely challenging” (Ferry). The special education teacher needs to be in contact with ALL general education teachers that students on his/her caseload have, and of course, the same is true about general education teachers. This is very
The implementation of this new system required our entire department to sit through two 8-hour training sessions and read an 85-page manual. Some of the members in our department are still struggling significantly with writing their IEPs in this new system. Here is where I provided the majority of my services hours. Mrs. Walker had me write three IEPs in the new system. She read through them, and gave me some feedback on certain things that I needed to go back and fix. After providing her with the edited copies of the IEPs, she and the assistant principal approved for me to do a few hour-long sessions in one of the computer labs, where I assisted some of the other special education teachers with writing their IEPs in the new system. I was given great feedback on the help that I was able to give thanks to Mrs. Walker’s
Throughout the course of the lesson, it may take multiple sessions before the student is ready to independently practice the skills learned. Anticipated lesson duration is included with each lesson plan provided in this instructional unit. Madeline Hunter’s Seven Steps of Instruction includes stating the objectives, anticipatory set, teacher input, modeling, checking for understanding, guided practice, and independent practice (Hunter, 2004). For the purpose of this instructional unit, input and modeling have been condensed into a streamlined event; as well has, checking for understanding and guided practice. This form of lesson planning is preferred within the Elkin City Schools district and lends itself to the creation of engaging lessons.