IEP Process Jill Bardin Christmus

Before the meeting, I created a draft of Lilly's Individualized Education Plan (IEP). I sent the draft home to the parents with the word draft written on it three days prior to the meeting. A contact was sent to everyone involved in the IEP meeting with the date, time, and purpose of the meeting. At the beginning of the meeting, we introduced ourselves by stating our name and position. I started the meeting by sharing Lilly's progress towards her current IEP goals. I shared graphs of Lilly's progress towards her IEP goals. I also shared work samples. She has made tremendous progress this year, and everyone on the team was pleased. The general education teacher (the music teacher) shared how she does in her class. Lilly's mom said she saw great progress at home as well. After sharing Lilly's present levels, that naturally lead to reviewing the proposed IEP goals. After going over the present levels and goals, we reviewed the rest of the IEP. Throughout the meeting, I was very professional, and I showed respect to the parent. I maintained the meetings focus and kept everyone on topic. During the meeting, if there were changes that needed to be made, I wrote the changes in pen on the IEP. The minutes were taken by the District Representative. Before everyone signed the IEP, the District Representative read the minutes aloud. All team members accepted the new IEP. At the end of the meeting, all of the team members including the parent signed the IEP. After everyone signed the IEP, the meeting was adjourned. After the meeting, I made the changes to the IEP that we discussed in the meeting in Excent. After I made the changes, I validated the IEP to make sure everything was correct in the

IEP. After all changes were made and the IEP was validated, I marked it complete. Since the parents attended and were involved in the meeting, I marked that the parents participated in the meeting. I printed out the corrected IEP, and sent a copy of it along with the signature page to the parents. I sent the IEP home with the student in a sealed envelope marked "To Ms. Jennifer Ekstrom." Since I told the parents in the meeting that I would send completed copy home that day, she knew to expect it in her child's bookbag. Because hand washing is an important daily living skill, it will be taught at every opportunity. It will be taught after she uses the restroom, before snack, and any other opportunity. It will be taught and assessed through the use of a task analysis before lunch. To teach this skill, I will need a sink, soap, paper towels, and a trash can. I will assess her handwashing on Monday, Wednesday and Friday. It will taught before lunch on days that she is not being assessed. I will use a most to least prompting system while teaching Lilly to wash her hands, and a least to most prompting system while I am assessing her. The assessment will determine the level of assistance I need to give Lilly while I teacher her to wash her hands. Lilly loves yogurt and has that daily at lunch and snack, so using a spoon is an essential life skill that she needs to learn in order to be as independent as possible. I will need a few materials to teach this skill. One thing I will need is a spoon, and the other is food that requires the use of a spoon. This skill will be taught at lunch and at snack. It will be taught and assessed through the use of a task analysis. I will use a most to least prompting system while teaching Lilly to use a spoon, and a least to most prompting system while I am assessing her. The assessment will determine the level of assistance I need to give Lilly when I teacher her to use a spoon.

I gave a copy of the IEP to each related arts teacher and her 1st grade general education teacher. The teachers signed a form that stated they received the IEP, would keep the information in the IEP confidential, and they knew the student's accommodations and would implement them. I have the copy of their signed forms in the student's data notebook. In addition to giving the teachers copies of the IEP, I gave a copy of the accommodations page and goals to my assistants. I reviewed the accommodations and goals with my assistants. I had them sign a confidentiality form that is also kept in the student's data notebook. The original copy of the IEP is located in a locked file cabinet that I can access as needed. I have a copy of the IEP in her data notebook. Data is collected three days a week on Monday, Wednesday and Friday. Data is kept in excel and on teacher made data sheets on each of the Lilly's IEP objectives. Lilly has a data notebook that shows her objectives and progress. I frequently look at this data to help guide instruction. I will send letters home to parents on Lilly's progress each month. I will also send progress reports on each objective and Lilly's graphs on her progress home every four and a half weeks. I will also send them home two or three times randomly throughout the nine week period, and I will make positive calls to the parents at least once a semester to report progress. Her data notebook is also brought to all IEP meetings. Her data notebook is kept in a locked cabinet.

Agenda for Lilly's IEP meeting 1/18/12

1. Introductions 2. Review present levels a. Discuss progress towards current IEP goals b. Discuss concerns 4. review proposed IEP 5. Questions 6. Close Meeting a. Review minutes taken b. If everyone is in agreement, sign IEP c. Adjourn Meeting