Reed\u2019s IEP Meetings.docx - A Case Review Reed\u2019s IEP Meetings Group 3 Brittin Kemp Carol May Pareja Alfriz Julian Mella Markesiha Kaai National

Reedu2019s IEP Meetings.docx - A Case Review Reedu2019s...

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A Case Review: Reed’s IEP MeetingsGroup 3: Brittin Kemp, Carol May Pareja, Alfriz Julian Mella, Markesiha KaaiNational University SPD 616: Law, Collaboration, and TransitionMaria CarrFebruary 15, 2020
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2I.Summary:Overview of IEP VideosReed Frassetta is the subject of the two IEP meetings in the review. He is an incomingfirst grader. His current placement is at an Oral School, in a classroom of 8 students, that isspecialized for students who are deaf/hard of hearing. The parents are removing him from hiscurrent placement to find a placement that would offer more opportunities for socialization. Hiseligibility category is deaf/hard of hearing. The school district assessed that he has a 12-18-month language delay.In both IEP meetings, there were five team members present. The members were thedirector of special education for the school district, the first-grade teacher from JonesElementary, both parents of the student, and the speech and language pathologist. The purpose ofthe meetings was to decide on whether Reed, the student, would transition to a general educationsetting at Jones Elementary or in a specialized setting for students who are deaf/hard of hearingand other communicative disorders at The Kennedy School.In both videos, Jones Elementary and The Kennedy School were loosely described. Theclassroom setting at Jones Elementary includes 20-25 students and is taught by a 1st-gradegeneral education teacher with a part-time classroom aide who helps for special activities. Thegeneral education teacher has some experience working with children who are hard of hearingbut no experience working with deaf children. The Kennedy School has a specialized programfor students who are deaf/hard of hearing or have other communicative disorders. The programhas 55 students of mixed ages that are enrolled. For the first part of the day, the students are in an
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3inclusive setting and in the second half of the day the students are in a specialized classroomwith 5-8 students in each class.There were a few pieces of information missing in both videos. It wasn’t clear what areasof general education the students at The Kennedy School participate in. It was implied that thestudents at The Kennedy School would be in a general education setting and the specializedsetting 50% of the time. At Jones Elementary, the student may be spending 10% of their timeoutside of the general education setting and 90% of their time in the general education setting.This was only implied and not stated. The general SES of the area, the ethnic makeup of theschool, schoolwide performances, and API scores were not indicated in either IEP video. II.Explanation of the IEP ProcessKnowing the process of IEP plays a major role to ensure that the student is receiving thebetter support he/she needs in the school setting, whether it is in the mainstream setting or thespecial education setting. The Response to Intervention (RTI) is a way to measure the student'sstrengths and weaknesses in the classroom settings. It is the goal of the instructor to support the
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