This is the 3rd week in the field placement and I am feeling confident in working with my students.
4th period class: I conducted my lesson during this class and after we finished the activity (my mentor teacher suggested that I should help a certain student to see a hands-on approach to the activity.)
I showed a student who was struggling with processing information how to look at the cards with a cutout version of the image. We sat down and took each card and placed the cutout in the blank space on the grid. I asked the student to show me how he determined the direction to move the image. He showed me his way and then I showed him how to look at the given information to determine the direction to move the image. After we were done he thanked me and I feel that he understood the directions better with a hands-on approach.
On Friday, October 18th I attended an IEP (Individualized Education Program) meeting for one of my students.
This is a good way to understand the IEP process.
First: Preparing for the IEP meeting.
- List of things to bring:
- RED: (All) Standardized testing results, report cards (record keeping)
- ORANGE: Current IEP
- PURPLE: Progress monitoring
- YELLOW: Assisting Technologies (If applicable)
- GREEN: Transition records
- Manila: Past documents
- BLUE: Behavioral Intervention Plan (If applicable)
- Each child will have these 7 folders filed in the Special Educator's room and they must keep at least 3 years worth per student. The county will have a complete record of each student in their area.
During the IEP meeting I took notes:
This is a 60 day Transfer IEP meeting. The student transferred from another state and the school had 60 days to assess and come up with an IEP set by the State of Georgia standards.
Attendance: (Signed the Attendence form)
The student was previously home-schooled until 2012 when the student was first placed in a public school. The student was given the 8th grade level assessment probes (data collection). The student's chronological age is 14 and is in the 9th grade but is functioning on a 3rd grade level.
The team went over the past educational experiences at home and in the public school and the parental concerns. The student displays a studdering speech impediment when the student senses an overwhelming state.
Accommodations were added to the IEP:
This was the second IEP meeting that I have attended and with each meeting I have learned something new.
4th period class: I conducted my lesson during this class and after we finished the activity (my mentor teacher suggested that I should help a certain student to see a hands-on approach to the activity.)
I showed a student who was struggling with processing information how to look at the cards with a cutout version of the image. We sat down and took each card and placed the cutout in the blank space on the grid. I asked the student to show me how he determined the direction to move the image. He showed me his way and then I showed him how to look at the given information to determine the direction to move the image. After we were done he thanked me and I feel that he understood the directions better with a hands-on approach.
On Friday, October 18th I attended an IEP (Individualized Education Program) meeting for one of my students.
This is a good way to understand the IEP process.
First: Preparing for the IEP meeting.
- List of things to bring:
- Color-Coded Folders (7) (county-wide folder system)
- RED: (All) Standardized testing results, report cards (record keeping)
- ORANGE: Current IEP
- PURPLE: Progress monitoring
- YELLOW: Assisting Technologies (If applicable)
- GREEN: Transition records
- Manila: Past documents
- BLUE: Behavioral Intervention Plan (If applicable)
- Progressing Grades
- IEP (draft)
- Each child will have these 7 folders filed in the Special Educator's room and they must keep at least 3 years worth per student. The county will have a complete record of each student in their area.
During the IEP meeting I took notes:
This is a 60 day Transfer IEP meeting. The student transferred from another state and the school had 60 days to assess and come up with an IEP set by the State of Georgia standards.
Attendance: (Signed the Attendence form)
- Parent: Mother
- Student
- Speech pathologist
- Special Education Services Facilitator (from the County)
- Learning Specialist (my mentor)
- Regular Education teacher
- Learning Specialist #2
- GRU Lab Student (me)
The student was previously home-schooled until 2012 when the student was first placed in a public school. The student was given the 8th grade level assessment probes (data collection). The student's chronological age is 14 and is in the 9th grade but is functioning on a 3rd grade level.
The team went over the past educational experiences at home and in the public school and the parental concerns. The student displays a studdering speech impediment when the student senses an overwhelming state.
Accommodations were added to the IEP:
- To be able to write on tests
- Front-side only testing (losing train of thought when student has to transfer answers to the key (scantron), easily distracted.
- Student will continue with Speech intervention
This was the second IEP meeting that I have attended and with each meeting I have learned something new.