mock iep

The IEP Meeting “A Case Study Through Role Playing”:

The IEP Meeting “ A Case Study Through Role Playing” Presented by: ~ Allee Eife ~ Nicole Wilson ~ Gina Huebner ~ Kristen Helkowski ~ Danielle Rose

What is an IEP Meeting?:

What is an IEP Meeting? IEP stands for Individualized Education Program A child’s IEP team will review a child’s assessment information, identify measurable goals for the child, and determine the special education and related services and supports that the child will need in order to reach those goals. (Bateman & Linden, 2006)

Who attends an IEP meeting?:

Who attends an IEP meeting? The parents of a child with a disability Not less than one regular education teacher of such child Not less than one special education teacher A representative of the local education agency (LEA) who is: Qualified to provide, or supervise, the provision of, specially designed instruction to meet the unique needs of children with disabilities; Is knowledgeable about the general education curriculum; and Is knowledgeable about the availability of resources of the LEA An individual who can interpret the instructional implications of evaluation results, who may be a member of the team described above ( Speech therapist, School Psychologist, Occupational Therapist, etc . ) At the discretion of the parent or the agency, other individuals who have knowledge special expertise regarding the child , including related service personnel as appropriate (lawyers, doctors, etc.) The student , if appropriate (Bateman & Linden, 2006)

The Core Sequence of an IEP Meeting:

The Core Sequence of an IEP Meeting “Everything in an IEP hinges on the clear, accurate and comprehensive articulation of the student’s unique educational needs. The team must appropriately address every need of the student that arises from the disability by providing some combination of: specially designed instruction, related services, supplementary supports, program modifications, or supports for staff responsible in one way or another for implementing the IEP. Finally, the team identifies measurable annual goals and describes how the student’s progress toward the goals will be measured (Bateman & Linden, 2006)”.

~ Case Study ~:

~ Case Study ~ IEP: Student: Caleb Johnson Age: 7.4 Grade: 1 st Grade Where: John Hancock Elementary School Classroom Placement: LLD and Regular Ed for Math and Art Disabilities: ADHD-combined type Fine Motor and Visual Motor Disorder Gross and Fine Motor Delays Speech and Language Delays (Expressive and Receptive, Lisp) Cognition Delays

Whose Who?:

Whose Who? Can you guess who is demonstrating each of the following roles: Learning Consultant Parent Speech Therapist Regular Education Teacher Special Education Teacher School Psychologist After both video’s are presented we will discuss your answers.

Video I:

Video I Student’s Present Level of Academic Performance (PLEP) http://www.youtube.com/user/ginarudy#p/a/u/0/1XJqNhWWqtk

Video II:

Video II Goals and Objectives http://www.youtube.com/user/ginarudy#p/a/u/0/vRGC1ODBjXA

Additional Goals and Objectives:

Additional Goals and Objectives Refocus and return to task through the use of cuing and a desk top checklist Evaluate closely on completed work, homework, quizzes and tests: Re-evaluate every two weeks so problem can be addressed immediately. Social Skills Group: Speak to school counselor about being placed in a social skills class (one hour a week if possible). In addition, Student will be paired with a classroom buddy; modeling. Testing for Dyslexia: If results are positive then teaching staff will address a program at that time. If the test results are negative, then will address the issue by finding the appropriate resources to assist him. In the mean time: All of student’s worksheets and homework will have the letters “ p,d,q, and b ” highlighted as a “ stop and think ” technique. Mathematics: When attending to operations, in particular addition and subtraction, teacher will again highlight the addition and subtraction signs as a “stop and think”. For the student’s expressive language difficulties, teaching staff will continue using cues and provide wait time for student to answer. If a question is to be addressed to student, teacher will give the student the question and come back to him at another point to answer it. Provide longer time for tests and activities that require student utilizing expressing ideas. Provide longer time for activities that require his use of fine motor skills. Larger print books and worksheets (Retinopathy)

Brainstorm:

Brainstorm What other Goals/Objectives can be added to this case study in addition to what was mentioned in this PowerPoint and the video’s?

Whose Who?:

Whose Who? Actresses: Gina’s role: Kristen’s role: Danielle’s role: Nicole’s role: Allee’s roles (2):

References::

References: Bateman, B. D., & Linden, M. A. (2006). Better ieps, How to develop legally correct and educational useful programs ( 4 th ed.). Verona, WI: Attainment Company, Inc.