IEP Development and Implementation

1. Evaluate this statement of present performance: Billy is a loud and inattentive youth who must have directions repeated to him routinely. The assessment given to Billy indicated that he has high distractibility. He scored a standard score 20 where the average for students his age is 60. This indicates that this is an area of weakness for Billy. Although Billy is easily distracted he is well liked by his peers and wants to please his teachers and parents.

a. How could the writer make this statement more positive for parents?

2. A 7th grade student you are working with has an identified need in the area of reading, specifically in the area of comprehension. He is able to comprehend material at a 3rd grade level.

a. Using the provided information and information that you supplement, write a complete, measureable goal statement for this student.

3. Imagine you are at an IEP meeting, the parents walk in and all of the participants are on one side of the table. The meeting begins with the facilitator discussing what the purpose of the meeting is. They then begin discussing the assessments conducted and results found; during this part they use a lot of technical talk that the parents do not understand. The meeting works in an orderly fashion with specific people taking their turns to share what they found; there are few questions or input from others. At the end of this meeting the parents are given a booklet containing a copy of their rights.

a. List two ways the facilitator could improve the next IEP meeting

b. List two things they should do again at the next meeting.

EEX 506 – Chapter 14

IEP Development and Implementation

1. Evaluate this statement of present performance: Billy is a loud and inattentive youth who must have directions repeated to him routinely. The assessment given to Billy indicated that he has high distractibility. He scored a standard score 20 where the average for students his age is 60. This indicates that this is an area of weakness for Billy. Although Billy is easily distracted he is well liked by his peers and wants to please his teachers and parents.

a. How could the writer make this statement more positive for parents?

2. A 7th grade student you are working with has an identified need in the area of reading, specifically in the area of comprehension. He is able to comprehend material at a 3rd grade level.

a. Using the provided information and information that you supplement, write a complete, measureable goal statement for this student.

3. Imagine you are at an IEP meeting, the parents walk in and all of the participants are on one side of the table. The meeting begins with the facilitator discussing what the purpose of the meeting is. They then begin discussing the assessments conducted and results found; during this part they use a lot of technical talk that the parents do not understand. The meeting works in an orderly fashion with specific people taking their turns to share what they found; there are few questions or input from others. At the end of this meeting the parents are given a booklet containing a copy of their rights.

a. List two ways the facilitator could improve the next IEP meeting

b. List two things they should do again at the next meeting.