SPE 300 Wk 4 Group – Mock IEP

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SPE 300 Wk 4 Group - Mock IEP
SPE 300 Wk 4 Group – Mock IEP
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SPE 300 Wk 4 Group – Mock IEP

Although a general education teacher may not have to facilitate an Individualized Education Program (IEP) meeting, they will definitely be required to attend one. This collaborative group assignment provides an opportunity to preview the preparation and facilitation of an IEP meeting to better understand this part of the special education process.

 

Review the Arizona Technical Assistance System AZ-TAS: Process for Developing Individualized Education Programs and the student profile assigned to your collaborative group:

  • Derek

  • Jeremy

  • Leanna

  • Marty

  • Mwajabu

 

Conduct a mock IEP meeting for the student whose profile your group was assigned. Each member of your collaborative group should play one of the specific roles: regular education teacher, special education teacher, parent, district administrator, or evaluator.

 

Use the Wechsler Intelligence Scale and the Woodstock-Johnson Test of Achievement as guides to understand the concept of scoring.

 

Hold your meeting within Blackboard once your mock IEP document is completed. I recommend that you set a timeline with team members being done with their selections by Friday so you have time to have your collaborative meeting using Black Board. Click the video icon in your team room to have this meeting. During your preparation meeting, each group member must post their opinions from the point of view of their selected role. Conclude with the key elements of an IEP for the assigned student.

 

Develop a mock IEP specifically designed to meet the needs of the selected student first and next hold your meeting. When you have your meeting you will make changes based on those discussions from the different roles that individuals have. Your report should be prepared as an 8- to 10-slide professional presentation with speaker notes. Be sure to complete and include the state-specific IEP form on your state’s Department of Education website or another IEP form approved by your instructor. Please note that an IEP form is very long and you only need to address the information that is listed below and not fill in the whole IEP.

 

Include the following on your student’s IEP:

  • Student information (you can make up some of this information)

  • Student’s present levels of performance (I will specifically be reviewing this section closely beause this information drives what the IEP goals will be)

  • Annual goals and objectives

  • Assistive technology options to support student needs

  • Communication and language demands

  • Least restrictive environment (LRE)

  • Instructional and testing accommodations and modifications

  • Other special instructional considerations

  • Related services (Related services are only provided if they are listed as a need in the present level of performance data and the student qualified for those services) For example a student would not be provided speech/language services unless he or she also qualified for this disability. You may need to put N/A which means not addressed.

  • Transition plan (If the student is 16 years old your write a transitional plan. If the student is not 16 you write N/A.

  • Transferal of rights (You address this if the student will turn 18 during the annual year that IEP is written. If the student will not be 18 you write N/A.

  • IEP development group

 

Note: All the items listed above must be included in your submission. This may require your collaborative group to include an additional document if the IEP form your group selected does not include all these components. Understanding all these aspects of an IEP is a key learning objective of this course.

 

Submit your assignment.