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Educational Administration Artifact Reflection

Artifact Title: Eighth Graders Individualized Education Plan

Date of Experience Completed: February-March 2014
Artifact Description:
My artifact is an Individualized Education Plan (IEP) that I designed for an
eighth grade student classified with other health impairment. This student
presented with hearing, vision, and learning impairments. This IEP is written
specific to the students needs and includes: demographic information, the
team participants, the students present level of performance, special
factors, annual goals, state assessment participation, transition plan,
accommodations and modifications, pull-out services, and determination of
participation in special education.
Wisconsin Administrator Standard Alignment:
This Individualized Education Plan best aligns with Wisconsin Administrator
Standard 1.3 which states: The teacher understands how students differ in
their approaches to learning and creates instructional opportunities that are
adapted to diverse learners.
This Individualized Education Plan best aligns with Standard 1.3 because it
identifies different approaches to learning and performance, including
students with disabilities. Evidence of this is shown throughout the IEP. This
student was born with vision and hearing disabilities. The plan created for
him was designed to accommodate his vision, hearing, and learning. This
artifact also aligns with this standard because it allows the student the best
opportunity to succeed, demonstrates knowledge and respect for the
students skills, talents, and interests, and demonstrates sensitivity to the
students particular learning needs. Evidence of allowing the student the
best opportunity to succeed is shown on pages three through 14. These
pages describe the students current abilities, special factors, future goals,
transition plan post-high school, and accommodations and modifications to
better assist in learning. Pages 12 through 14 are very specific in describing
the students academic needs and how to allow the student to reach his
potential as a learner. Evidence of demonstrating knowledge and respect for
students skills, talents, and interests is shown on pages three and four.
These two pages describe the students strengths and current functional and
academic levels in reading, language arts, and speech pathology. Evidence
of demonstrating sensitivity to the students particular learning needs is
shown throughout the IEP. An IEP is written specific to this students needs,
which included collaboration amongst parents, administration, teachers,
specialists, and the student, and consistent focus on the students hearing,
vision, and learning needs. This IEP also aligns with standard 1.3 because it

acknowledges the students language, culture, and family background.

Evidence of this is shown on page one where it acknowledges the students
race and the need for an interpreter to participate in the IEP meeting. An
interpreter was required to communicate with the students Spanishspeaking parents. This students IEP was also mailed home in a Spanish
version to allow the parents legal access to the information.
What I learned about administration/teaching/learning from this
Developing an Individualized Education Plan is time consuming and thought
provoking any time is it written, but writing one for this student was
exceptionally difficult. This student was Spanish-speaking with a hearing
impairment, vision impairment, behavior issues, and significant academic
delays. It required collaboration between the student, the students mother
and father, the Speech and Language Pathologist, the eighth grade math
teacher, the principal, the LEA, the high school special education teacher,
the audiologist, the interpreter (ELL/Spanish teacher), and middle school
special education teacher. Other delays we experienced included limited
information from his previous schools and a sub-par special education
evaluation. The obstacles seemed endless as I wrote this IEP.
This experience taught me a several things. I learned to keep accurate
records, how to effectively use concise and specific special education
language, communication is essential, and plan ahead. This student came to
my school district a year previous to this IEP being written and we hardly
knew anything about him. His previous IEP was not very specific, it did not
mention accommodations and modifications, and it was very difficult to
navigate. This IEP was difficult to write, which made it 16 pages long. I had
to learn how to write with concise, special education language to avoid
redundancies. I learned communication and collaboration among parents,
staff members, and administration is essential in creating the most effective
learning opportunities for our students. Lastly, I learned that keeping an
accurate calendar pays off. I plan to begin IEPs six to eight weeks before
their due dates. It was beneficial for the student that I planned this far in
advance because it took longer than normal to gather data and information
from the eleven IEP team members.
What I learned about myself as a prospective administrator as a
result of this artifact:
As a prospective administrator, this Individualized Education Plan taught me
that I need to acknowledge staff members and stay involved with student
progress. As an administrator, I need acknowledge and reward all of the long
hours and hard work the educators put into making the best educational
opportunities available for our students. There are staff members that work
early in the mornings, into the evenings, and on weekends to accomplish

their instructional goals. There is also a chance that I get invited to IEP
meetings, so it would be beneficial for me as an administrator to inquire
about student progress. It would be embarrassing to participate in an IEP
meeting for a student I knew little to no information about due to my lack of
ambition and motivation. With all of the initiatives, evaluations, and
observations required by administrators, it is important that I make time to
get to know the students in my district.