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Allicia Hilton
IEP Meeting
I was able to observe an IEP meeting on Thursday, March 21, 2019. This IEP meeting
was a yearly review to go over and see what goals needed to be changed, taken away, or added in
order to best meet the needs of the student in my classroom. The principal, Special Ed teacher,
case manager, the mom, and I were all present at this meeting. The student was not involved in
this meeting. The meeting was essentially led by the case manager although everyone had an
opportunity to say what they thought about the child's progress and any questions or concerns
they may have had.
We started off the meeting by addressing any questions the mom may have had about her
child’s progress in school, with his academic and behavioral goals. After we addressed any
questions the case manager went on to talk about what he thought was best for the child going
forward for behavioral goals. After he had a chance to talk, my mentor and the special ed teacher
had a chance to talk about how he is doing behaviorally in the classroom as well as academically.
Mom also got a chance to say how she thought he was doing at home and at school and if she
had any questions for anyone. The principal did not say much besides that she was impressed by
his continuous growth. After everyone was done reporting on the progress, we went through his
goals and eliminated a lot of the behavioral goals in his IEP because he has improved
exceptionally on behaviors and has only had one incident where they needed to call transitions
this whole year.
The mom went on to say that she believed his behaviors arose due to situational
circumstances and that she does not believe he has ADHD or PTSD. After reporting on this the
case manager told her to be careful of dismissing all of his diagnoses because that could get him
kicked out of special education. I was shocked to know that you basically have to be diagnoised
with something in order to have help with your learning. I would think that if a student is
needing extra help and is falling behind all the students in the classroom that they should
automatically qualify for extra help.
Since this student spends the majority of the time in the special ed room, my mentor did
not have any student work to bring with her to this meeting. The case manager and the special
education teacher did most of the talking about the students progress and what they are seeing in
the classroom. My mentor chimed in a little bit if she had any suggestions, but for the most part,
it was the special education teacher and the case manager. The case manager talked about how he
had not had much interaction with this student because his behaviors had improved, and the
special ed teacher brought in samples of his work for reading, writing, and math, to show his
progress in these subject areas.
I felt like the mom was not entirely comfortable throughout the meeting, and I also felt
like she wasn’t really being heard. The case manager used a lot of big words that even I didn’t
know the meaning of, and I could tell the mom was getting a little confused as well.
https://docs.google.com/document/d/1UjRKE70AQ5YYPtqxbyMrEYK5eQwb__bQGfjL2iP_5bc/edit 1/2
4/8/2019 IEP Write up - Google Docs
The conclusion of this meeting was the case manager handing over all the files to the
special ed teacher and allowing her to now be in charge of the child's goals since we eliminated
all of his behavioral goals. The case manager will no longer be a part of this child's support
because they did not believe he needed it anymore. Although this was not brought up in the
meeting I wonder how they are going to address where this child goes to school. He lives in
Skowhegan but gets bused to Norridgewock along with a lot of other students because
Norridgewock has a transitions program and Skowhegan does not. I wonder if because he has
improved his behaviors and has been discharged from transitions if he will have to go back to
Skowhegan. I can imagine this would be a lot on a child to have to keep switching schools like
that. As I said, nothing was mentioned about it, but that is something both my mentor and I were
wondering after the meeting.
When it is time for me to prepare for these types of meetings I will definitely start taking
notes on the things I am noticing about the student when they are in my classroom as soon as I
have a meeting scheduled. I wouldn’t want this to overtake me, but I think it is important to have
something to go to the meeting with even if they are not in my classroom a lot. I will also collect
any student work I possibly can, and talk with the special education teacher(if they work with the
student as well) beforehand to get everything in order. I want to be as prepared as possible so that
the guardians know I have their child’s best interest at heart, and I am really trying to help them
grow as an individual. I will also do my best to make sure the adults taking care of the child feel
comfortable and can understand everything I am saying to them. It is important to talk in
parentfriendly language so that they have a good sense of what I am saying and what I want for
their child. I wouldn’t want the parents to be overwhelmed or discouraged because what I am
saying isn’t easily understood. My biggest take away from this observation is it is important to be
prepared, and to make the parents feel as comfortable and supported as possible.
https://docs.google.com/document/d/1UjRKE70AQ5YYPtqxbyMrEYK5eQwb__bQGfjL2iP_5bc/edit 1 2/2