EDSS 541: Reading Reflections #24-30

 Reading Response #24 

**For Persuasive letter, see ITU on Website.

Reading Response #25 

IDENTIFY key information for Leanna that will inform educational goals and supports for her IEP.

She is good at oral reading

Little communication about Leanna’s instructional program

Leanna has low expectations of herself and the work she

She can maintain a conversation with people she is familiar with, but is short with people she is not familiar with

She is a hard worker

She is shy with other students and staff

Comprehension is low

Vocabulary is low in writing

Organizational skills in writing are low

Her Spelling is a strength.

Difficulty in math, but can perform basic math skills.

Test Results

She is weak at tasks requiring her to remember numbers and letters presented orally

Current academic skills are in the 6th percentile

Does not make generalizations or inferences accurately

She does well with writing when given models to follow

Reading Response #26

DESCRIBE 3 differentiation strategies (content, process & product) you would use to support Leanna in your class.

Content - I will use hands-on materials to help her see concepts and understand them. I will plan activities to work on her weak vocabulary and writing abilities.

Process – After I give directions to the rest of the class during the activity, I I may need to talk to Leanna again and further explain to her what my expectations of her are and what she needs to get done. This will also give her a chance to ask questions to clarify any kind of confusion she has on the assignment.

Product - Since Leanna enjoys being on the computer, she will have the option of using the computer to do her assignments. I give her opportunities to work using different graphic organizers so that she may learn how to organize information in different ways.

Reading Response #27

IDENTIFY key information for Mwajabu that will inform educational goals and supports for her IEP.

Has hearing loss

Uses pictures to communicate with others

Didn't attend school for 1st 18-months in U.S.

Low vocabulary

Visual/Kinesthetic learner

Best academic subject is math

Likes to read picture books

Has to start and finish a task, uninterrupted

Can be impatient with others, and becomes frustrated and may act physical to get what she wants.

Known to isolate herself at home.

Reading Response #28

DESCRIBE 3 differentiation strategies (content, process & product) you would use to support Mwajabu in your class.

Content - Since she is struggles with vocabulary, I will front load vocabulary and give her an extra sheet that contains all of the vocabulary for the unit/lesson on it.

Product – I will have activities where she can use her ability to draw.

Process - Use visuals/drawings to explain to Mwajabu. I will provide activities that I am sure Mwajabu is able to finish during class time.

Reading Response #29

LIST 10 best practices for preparing for an IEP Meeting.

- Informally visit all persons involved to share your concerns and perspective as well as listening to others’ concerns and perspectives

- Send out formal invitation, informing participants of the when and where the meeting will be, as well as an agenda.

- Make sure each annual goal reflects a measureable feature behavior.

- Prioritize the goals for each area

- Consult with parents about goals before finalizing them

- Discuss with parents and all persons involved how the goals will be achieved

- Consult with parents/ guardians before drafting goal statements and regularly consult them during the progress.

- Review student’s present educational levels

- Have data ready for the meeting, like observational data and testing data

Ensure that goals will help students achieve max independence

- Make sure everyone at the meeting knows their goal

Reading Response #30

LIST 10 best practices for conducting an IEP Meeting.

- Be organized and timely so everything is discussed

- Make sure to take good notes

- Assure that all participants are introduced

- Stick to your role in the meeting

- Allow the parent and student to have full input regarding their thoughts and desires

- Talk in terms that the family and student understand

- Include the student in the discussion

- Make sure the student feels comfortable and not like they are in trouble

- Be sure to address only the aspects of the student's academic and behavioral responses related to the disability. 

- Be sure everyone knows who is responsible for what before ending the meeting.