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IEP Analysis Project Paper

Rosalyn Dunevant-Ashley

Educational Leadership Department, Lamar University

SPED 5301.Z21 Survey of Exceptional Learners

Dr. Debbie Troxclair

March 6, 2024

SPED 5301 Week 1 Assignment: IEP Paper Updated 4.3.2023

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IEP Analysis Project Paper

Video #1: The IEP Team Process: Chapter 5-The IEP Meeting

Who/what/when/where/why the IEP meeting took place:

From this video, it appears the meeting took place in some sort of conference or

classroom setting to discuss the annual review of the student's Individualized Education Plan.

The room is well-lit and quiet to avoid distractions. An introduction was made. IEP team

members in attendance included: Parents and students, special education teachers (who served

as facilitator), general education teacher, assistant principals (district representatives), and

middle school transition representatives and school psychologists interpret results and provide

information regarding any evaluations or questions regarding the IEP (ECACorg, 2011). There

is also a person who serves as the minutes taker and records the minutes. Although not stated,

we can only assume that the current year's IEP is on or before the IEP due date to ensure

compliance.

“Best practices:”

All of the team members were on time and present during the meeting. No one was

distracted or doing anything other than being present in the meeting for the child, Dominic

Peterson. Dominic was invited and did attend the meeting. As stated before Introductions were

made, and the draft of the meeting was provided to all present. The facilitator read verbiage

from the paperwork to be specific and accurate. She stated the specific learning disabilities;

written expression and reading comprehension (ECACorg, 2011). The team stated his

strengths, asked parents if they wanted to add anything making them feel a part of the IEP

decision making process. Dominic was also asked questions and allowed to explain his favorite

part of the day and what he feels his weaknesses are. They also encouraged him to highlight his

own desires for his future. This probably means he is 13 and transition is being discussed.

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Dominic was allowed to leave and the parents expressed concerns about their child,

including his transition to middle school. The middle school teacher advised she would assist in

preparing the schedule of services for next school year. Each proposed goal is addressed and

the current performance status is provided. The pros and cons of the goals have been discussed

in detail and that the goals can be re-addressed during the year if necessary. Assistive

technology was discussed, and the general education teacher explained his use of computers in

the classroom and the progress he has made. Parents want "computer" to be put in the

Individualized Education Plan. Related services were addressed and determined not to be

necessary at this time. Data collection and modifications are discussed. They discussed the

Least Restrictive Environment (LRE) and the reasons for reducing his time in resource

settings. Parents asked why his time was being shortened and they disagreed. The team decided

to keep the time the same (45 minutes). At the end of the meeting, parents were assured that

they would receive copies of all documents. The meeting ended with thanks to everyone for

participating.

“Worst practices:”

The following items were not addressed during the IEP meeting: deliberations,

assurances and the confidentiality statement. The deliberations were not read at the end of the

meeting. These deliberations provide team members with an insight into the discussion of the

meeting. These should be read at the end of the meeting and all participants should have the

opportunity to add additional and/or clarifying information. The assurances statement was not

read, to ensure the students is educated with non-disabled peers to maximum and

confidentiality statements were not addressed or read aloud during the meeting. The

confidentiality statement was not read. To ensure that only relevant people have access to

information about the child, it is important to include a confidentiality statement during the

meeting, emphasizing that no other students will be the subject of the discussion and that all

participants must be informed for educational reasons.

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What did you learn from watching the video:

In watching the video, I learned the importance of having the student in the meeting and

allowing their voice to be heard. This Can help students learn to advocate for themselves. The

student’s attendance at the IEP meeting reminds the team that they are more than just the

information in their IEP. Giving them the opportunity to let the team know their concerns for

their educational journey as well as their desires for the future.

Video #2: The basic do's and don'ts of IEP meetings

Who/what/when/where/why the IEP meeting took place:

The video opens with an introduction about the important elements of an IEP

meeting. An effective IEP meetings depend on sound information, communication and the most

important thing is preparation. Preparation saves time and prevent misunderstandings and

convey professionalism and confidence (Clark, J., 2016). The video is about how an IEP meeting

is portrayed in both a positive and a negative scenario. The meeting in both scenarios the IEP

meeting is held in what seems to be an unused classroom. Both of the meeting was scheduled for

2:30pm to discuss the progress and goals for a student, Elijah. All of the team members were

the same in each scenario, Special Education teacher (Resource Specialist Program), School

Psychologist to interpret any assessment and provide any information regarding evaluations,

two General Education teacher (homeroom and Physical Education), Speech Language

Pathologist and School Administrator and the parents. In the second scenario there was an

interpreter present due to the mother being only Spanish speaking. There was no interpreter

present in the first scenario.

“Best practices:”

The second scenario was far better than the first. In this scenario the RSP Special

Education teacher (Facilitator) stopped by the Ms. Colleen’s class to remind her of the IEP

meeting for Elijah scheduled for the following afternoon at 2:30pm. The facilitator stated the

time and location of the meeting. Based on her reaction, Ms. Colleen was well aware of the

SPED 5301 Week 1 Assignment: IEP Paper Updated 4.3.2023

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meeting. She acknowledged with a smile and advised she would be bringing samples of his

work to show his parents and they would be mainstreaming him since he is doing so well with

the current accommodations in place. Before the meeting began, there was a sign outside the

door to inform there was a meeting taking place as to avoid any interruptions. All team

members arrived on time or before time for the meeting. There was an interpreter provided for

the mother to help her understand what was being discussed in her native language. Once the

parents arrived, they were greeted at the door and the meeting began on time. The facilitator

stated the reason for the meeting is to reduce the amount of time Elijah is in Special Education

math. A copy of the procedural safeguards and parent rights were provided to the parent in

both Spanish and English and introductions were made. The interpreter was allowed to

translate after each name was given. Both the School psychologist and the Speech pathologist

provided copies of their assessments and the interpreter explained each. Parents were allowed

to ask questions and have them explained. All team members were involved and able to

provide positive statements about Elijah as well as work samples and examples. He was also

described as being a leader in his class. The teacher offered additional supports and homework

for reinforcement if needed.

At the end of meeting parents were asked if they had any questions and if they

understood the with the items stated in the meeting. The parents were advised to sign the

forms if they want to implement the IEP as we've described it have them sign right there and

you'll get a get a copy of the IEP you have your parent rights and you have copies of all the

reports (Clark, J., 2016). The meeting ended with the parents being told to reach out at any

time if they had questions.

“Worst practices:”

The first part of the video is a scenario about “what not to do during an IEP meeting.”

This part of the video shows a lot of the "worst practices". The video begins with the IEP

counselor yelling into the general education teacher's classroom to remind her of the IEP

SPED 5301 Week 1 Assignment: IEP Paper Updated 4.3.2023

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meeting 30 minutes before the meeting. The general education teacher seemed unaware of the

time and place of the meeting, and just shook her head as if she was present. At 2:35, half of the

team members were missing. Parents, supports and facilitator were all on time and waiting.

They end up entering the room loudly, unprepared for the meeting, and not truly present and

engaged during the meeting. The host had to call the principal, but he was late. The meeting

begins. However, the interpreter to whom the mother was legally entitled was not present at

the meeting.

During this meeting, the parents were not introduced and no guarantees or

confidentiality agreements were made. Parental rights were obtained, but "translation" was not

translated. Everyone was talking about it at the meeting, but the student was not mentioned.

Ask parents if they have any questions. They reluctantly signed the document and the meeting

ended. The team discusses the parents negatively after they leave.

What did you learn from watching the video:

While both scenarios were not the ideal IEP meeting the second was by far the better of

the two. I learned early planning for your upcoming IEP meetings is key. All team members

must have prior notice and key members such as the interpreter are essential and required by

law. Members in attendance should be prepared to discuss the student, his progress or lack

thereof, any assessments and answer any questions the parent may have.

Analysis of Videos

How the two videos are alike:

Both of the videos I observed started with introductions of the team members and

had district staff (general education teachers, special education teacher, and support staff),

student and the parents to discuss the student educational plan. Neither meeting read

assurances, deliberations nor the confidentially statement. In both the parents did agree to the

terms of the meeting by signing the signature page.

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How the two videos are different:

The differences I noticed in both videos are great. “The IEP Team Process: Chapter 5

- The IEP Meeting” (ECACorg, 2011) video showed a well-organized and very easy to follow. I

feel when the parent left the meeting they were confident in the services their son would be

receiving for the remainder of his 6th grade year and he would be prepared to transition into

junior high the following school year. In the second video, “The basic do's and don'ts of IEP

meetings”, (Clark, J., 2016), neither scenario seemed very organized, the student was not

present. The parents did not actively participate during the meeting.

Implications for IEP meetings

Key takeaways from both videos I will use from learning that occurred while watching

these videos is to be organized, on time and prepared. All team members need prior notice, at

least one month in advance to prepare for their part in the meeting. Send the proposed goals

home to have them reviewed by the parent, but be prepared to discuss and change if needed.

Having the student present and engaged in the meeting is a must. We are discussing their

educational journey, we want them to hear the positive things about themselves and they can be

dismissed if needed. Collaboration between, the school and the family are essential to having a

successful IEP meeting.

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References

Clark, J. (2016, January 28). The basic do's and don'ts of IEP meetings. [Video]. YouTube.

https://www.youtube.com/watch?v=CHCTGRw1oKo

ECACorg. (2011, October 28). The IEP Team Process: Chapter 5 - The IEP Meeting. [Video].

YouTube. https://www.youtube.com/watch?v=ok0irMNfKmY

SPED 5301 Week 1 Assignment: IEP Paper Updated 4.3.2023