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Development and implementation of the iep
Development and implementation of the iep
How one can implement individualized education program
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IDEA OR PRACTICE BEING USED: The district worked collaboratively with teachers to develop personalized learning for all educators to help with using new technology in their classroom. Educators were given an opportunity to teach learning sessions about something they feel they do well or choose learning sessions relevant to where they were with the ease of using technology using the SAMR model. Teachers could also create a TEPS project that involves exploring an educational project that can improve the classroom, and they earn graduate hours. Domain and Understanding that the ideas addresses: Domain III: Systems for Capacity Building Understanding: 0005 Understand how to use professional development for staff, faculty, and self, to promote lifelong learning and the success of all student
Also, I really enjoy the assessment course. I took Assessment I last semester and I am taking Assessment II. We all have different assessment kits and we have to assess children through the semester. It's a very hands-on class. We have been working on the WISC-V (a cognitive assessment) and I presented on the Woodcock Johnson IV (WJ IV) test of cognitive
The self-assessment tests we had to take at the beginning of the semester reassured me that I was on the right path academically and career wise. I learned my interest areas are investigative and conventional match with my accounting career choice. My work values of achievement and relationships
My time at Ashford University was well spent, it was strong and long however merited. I testify that my major of Liberal Arts was the best alternative for me. How you would enhance the Liberal Arts major. That is 100 dollar question, enhancing the Liberal Arts experience. I have discovered that while assisting you with using your basic learning and basic considering, you learn to think with a critical mindset.
Every day we develop better lesson plans, assessments and behavior plans and stronger instructional practices, we are helping to build a better world. Every day we take extra time to unlock the key to success for a student with our continuous improvement plans, our safe rides on our school busses, fixing an air conditioner, coach teachers and leaders and hiring the best and brightest, we are building a better world. We will celebrate our ten schools receiving an A or B letter grade. We had seven schools receive a C and three schools in the D range. We can discuss how some of our schools struggled to find highly effective teachers in certain areas or how some of our schools did not show the needed grow because they didn’t have a strong enough focus on standards based instruction.
I say this because I didn’t realize that there was so many steps for a plan like this. I can say I now understand more about what it takes to become a differentiate teacher.
Going into this class, I thought it was just going to another English, but now thinking back I did learn something new. I would like to believe that I was pretty attentive. I did not miss any task, but I did turn in seven task in late; task number two, six, seven, nine, ten, eleven, and fourteen. I did open all of the readings and I would either skim it or I would read it; several times even. My favorite reading was by Bill Ivey and Steven J. Tepper the “Cultural Renaissance or Cultural Divide?”.
I am writing this paper after successfully completing my first half year of college on campus at Dakota Wesleyan University. I have done numerous things here during the fall semester of 2015 that have helped me mature and ultimately grow into a stronger person. My Learn Strong 101 class taught me some essentials that helped me with getting through the semester. One of the first things that I completed in this class was campus clarity. I think that this was a very helpful program.
One of the most important actions that a student can take, is to be honest, and self-reflective, about the level of understanding achieved after completing any course within his/her education career. From my personal view, I feel that this class provided me with a great introduction to the MHA program, and is setting me up for successful in this educational program; but with that being said I would not pretend that I was able to assimilate every concept that was presented in this course, I would definitely need to continue to review the material in this course and on the MHA program overall, so that I could be a knowledgeable, and effective Health Care Manager. When it comes to my ability to discuss the different learning outcomes, I have to say that I definitely acquired a much deeper understanding of the material presented in this course. The materials were not difficult concepts to understand, but sometimes the way the material was delivered made it a difficult task just to read through the information, but as I would imagine, we are trying to achieve an education at a much higher level, which requires the processing and understanding of much more complex information, that sometimes will be
Starting 7th grade in a secondary school can be a horrifying experience for any 12-year old. Going from a piddling elementary school to a voluminous secondary school can be tough to adjust to, especially if you have an IEP. Having an IEP has always made me insecure about how I perform in school. I feel as if I am not as smart at the other kids, and most people don’t understand. Many people don’t know what an IEP is and I fear that when I tell them they might think I’m dumb.
Alicia Wilson is and special education teacher that I have known for a year through subbing in the Parkway School District here in St. Louis, MO. She is the lead teacher for all of the staff that services special needs students at Shenandoah Elementary. Her duties not only include supervising those teachers but also leading IEP meeting and communicating plans for special needs children. Starting off my questions, Wilson described a stakeholder during an IEP meeting are the people that fill the room. This group includes the school administration, parents, the school board of education, teachers, and even the student themselves.
I am currently working for the drug and alcohol service Blenheim CDP, as part of the Insight team, volunteering in a multicultural and busy area of London. I work independently and as a team to support individuals and their families with issues caused by substance misuse. I provide screening, assessments, risk assessments; implementing, monitoring and reviewing SMART care plans. I build therapeutic relationships while maintaining professional boundaries with clients to deliver tailor-made packages of care using a strengths-based approach. I create supportive solutions by listening to their needs and looking further than their health requirements, working holistically to assist them with wider issues, such as employment, mental health and housing.
Final Reflection During my internship at Lancaster-Lebanon IU 13, I had the opportunity to work with several departments, teachers, students, administrators and parents. I researched, support teachers and staff, provided instruction and created resources. One of the projects I researched technology solutions for an eportfolio and assisted in implementing the transition from a 3 ring binder to an eportfolio for IU13 Transition programs. During this project I created templates, trained teacher and assisted students in the process.
This is a summary of my learning whilst being on the foundation degree. I am finally at the end of my counselling degree and I think this has been my biggest accomplishment to date, alongside raising my boys. I have learned such a lot about myself and gained a better insight into how and why I relate to others the way I did and still do. In my PDP presentation, I talked about client work, supervision, peers, Personal development group, and personal therapy so I will just summarise these in this essay.
Every student with disabilities is also obligated to an IEP specifically for the student’s needs between the ages of 3 and 21 under IDEA. The IEP is created by a team of six or seven, depending on the age of the student. The six members are the parents, an individual that can explain the assessment results, keep in mind, the faculty of the school must not under any circumstances conduct the evaluations without parental consent. Also included is the general education teacher, a local representative from the local education department, the special education teacher and of course the student, who must be included in the meeting if the student is fourteen or older. In this IEP meeting the team members go over what has been planned for the IEP
