Energy Resources. ( B. Pharmacy, 1st Year, Sem-II) Natural Resources
IEP Process Program
1. IEP Process: Program Planning, Part 1
IEP Process: Program Planning, Part 1
Program Transcript
NARRATOR: Welcome to the next segment of the IEP process
video programs.
Previously, you learned about the assessment and eligibility
stage in Ryan's
story. Let's watch this reenactment of an IEP meeting that
focuses on program
2. planning.
KIM REESE: I would like to welcome everyone to Ryan's IEP
meeting. Ryan was
referred in third grade for services to special education. He is
going into the
seventh grade at this point. He is 13-years-old, and we're here
to discuss his
current IEP and what has been done and what we can do to
further his
educational process.
First of all, I will send around a record of access sheet. This is a
confidentiality
sheet. We do not go out of the classroom and discuss anything
about him.
And you've been aware of everything and your rights. Here are
your parental
rights again. You probably have a million copies, and you're
welcome to keep
that one. It does afford you your due process rights and what
rights you receive
as a parent and your child also.
I am Kim Reese, the special education teacher. I will let you
introduce yourself
and your role.
NANCY ANDERSON: I'm Nancy Anderson. I'm the special
education director,
and I'm here representing the administration.
SHERRI FAIRCHILD: I'm Sherri Fairchild, school
psychologist.
4. IEP Process: Program Planning, Part 1
we'll see if we need to add to the modifications to get him on
through and help
him next year. And Debbie will discuss her assistive tech eval.
Ryan is a pleasant 13-year-old, seventh grade boy. He is polite
and excellent at
working independently. He is currently mainstreamed in all
academic classes.
He is in one hour of a special services for a resource period
where he
consciously uses this period to finish work not completed in the
regular classes.
Ryan becomes overly stressed when he has too many academic
tests at one
time or when contemplating on taking the Oklahoma Core
Curriculum Tests. He
often gets migraine headaches related to stress.
5. I gave Ryan a WRAT III pre-test, and it indicated that he was
performing on a
first grade level in spelling, third grade level in reading, and on
a fifth grade level
in math. On his Oklahoma Core Curriculum Test, he's scored an
advanced on
math, and that is a great strength. He scored not so well in
reading,
unsatisfactorily. Satisfactory in science, and satisfactorily on
social studies.
Ryan's strengths are his attendance. He has great attendance.
His auditory
processing is a strength-- math computational skills and parent
support.
Ryan learns best by somebody lecturing, talking to him. He
takes it all in. He is a
very good learner auditorially.
These strengths, along with Ryan's natural self-motivational
will help him achieve
satisfactorily in the regular academic environment. His
weaknesses are reading
skills, possibly some behavior-type issues, not so much in the
classroom, but as
far as maybe stress levels. I don't know that I would so much
call those a
weakness, but if it's affecting his educational process in the
classroom or by
taking a test, then we might need to seek or see if we need to
find out what we
can do to help him as a team.
DEBBIE YOUNG: With his anxiety?
7. IEP Process: Program Planning, Part 1
KIM REESE: He is getting into higher level classes in middle
school. And
whether he wants to carry in a tape recorder to tape the teacher,
we need to
discuss that, or just have the teacher have it on and tape it.
Those are some
issues we need to--
RHONDA HUNT: Would each teacher have a tape recorder?
KIM REESE: They can, or--
RHONDA HUNT: Or carry the same one from class to class. If
we want the
teacher to turn it on-- I don't know. We need to discuss it.
NANCY ANDERSON: It depends on what we decide on the
IEP. Because if we
decide that each teacher needs to have one, then that's what we
do. We provide
that. If it's not needed and he can carry it around and will do
that--
KIM REESE: Hand it to the teacher--
8. NANCY ANDERSON: Then that's what we'll do.
KIM REESE: And so it might be that there's six different tape
recorders and they
tape their own lecture. And at the end of the day, he goes to
teachers and gets
the tape that's labeled. I don't know. We'll have to discuss on
modifications and
adaptations, what would be best for him to help him fit in and
not feel bad.
RHONDA HUNT: Or even if he just collected the tape before a
test, so he could
review what had been taught.
KIM REESE: The lecture. I know there's also a lot of board
work where
transcribing-- we need to talk about him trying to copy from the
board to paper.
Ryan's goals, his annual goals, we need to talk about. He has
made progress
this year from last year's goals, and these were geared more for
his elementary
levels.
And we're talking more about reading, his reading levels. He
has improved his
reading skills by one grade level based on pre and post-testing.
He has done that
by the WRAT that I gave him and the WRAT that his
elementary teacher gave
him. So he has made 100% on improving a grade level.
I think we need to gear our goals more toward our state
standards. And we will
discuss this with testing, also-- his state curriculum tests. As far
10. know, the knowledge he needs to know to be able to possibly
verbalize it as far
as reading goals?
NANCY ANDERSON: Laural, what do you see in the
classroom?
LAURAL WADE: I see that he struggles. But if he has one-on-
one help, that is
most beneficial for him.
NANCY ANDERSON: And when he has one-on-one help, what
are they doing?
And they reading it for him?
LAURAL WADE: Well, some-- a lot of times reading it for him.
And then if you
read it for him, he can comprehend very well. But he struggles.
But that is not
helping him as much on learning to read.
NANCY ANDERSON: So can he decode? Can he decode those
words and
those sounds?
LAURAL WADE: Some. Some. He struggles with that some. So
I don't know
what we need to do on that.
NANCY ANDERSON: So it sounds like he might do better if he
had things
presented orally.
LAURAL WADE: Yeah. I've had more success with presenting
things orally.
Because even if you give him a study guide of some sort of
12. IEP Process: Program Planning, Part 1
DEBBIE YOUNG: And also with the assistive tech, we're
looking at screen
readers, that if there's text that we can get into the computer,
whether we scan it
or eText-- text books through eText-- then where there's
computer access, that
screen reader could read the text to him out loud.
RHONDA HUNT: That would be great.
DEBBIE YOUNG: He could have headphones and read it in the
resource room or
when we determine where that would be and when that would
take place.
KIM REESE: And so what we're really focusing on here is we
need to expand his
vocabulary and his comprehension.
13. DEBBIE YOUNG: We're not looking at teaching reading.
NANCY ANDERSON: Right.
RHONDA HUNT: Yeah, he's past that stage.
KIM REESE: Right. OK. So these are some things that I was
thinking about in
dealing with him one-on-one. And if we need to change these,
these are just
some goals that I came up with. On vocabulary, Ryan will
expand vocabulary
throughout study, word study, literature, and class discussion.
On
comprehension, Ryan will interact with the words and concepts
in a text,
construct an appropriate meaning
So he is getting the context. He is getting the vocabulary. He's
getting it, so
without feeling bad about not being able to read it.
RHONDA HUNT: So basically, the only change is the method
in which it's going
to be delivered to him and that he has to respond?
KIM REESE: Possibly. And I will let Debbie, the assistant tech,
explain how it can
be read. And I know in the past, you have always read tests.
You have read his
textbooks. So I know it's difficult at home, also.
RHONDA HUNT: We spend a lot of time on homework.
KIM REESE: So we need to discuss that as far as helping you
out at home with
15. IEP Process: Program Planning, Part 1
somebody and you score it. It is a process, first, to identify the
problems-- what
can this student not do that everybody else is doing and why.
And then we look,
as a team, at the solutions for what may help solve that
problem.
He is not able to read, visually, text. So we've had several
suggestions right here
of what can be used instead of that-- someone reading to him,
CDs, or the
computerized screen readers. And then as a team, we make that
decision-- if we
want to purchase some software or a special computer or
whatever-- and we will
decide what would be most appropriate, least restrictive for
him, not having to
leave a regular classroom to go do something. And then we'll
make that decision.
But it's a trial and error. You don't want to go buy something
until you know it
works. So I'll provide trial software that we'll look at and see if
that's going to
work. And I will have to try it in different situations.
Every year will be different. Every class will be different. But
then we'll make
some decisions on exactly what we want to use. And it's an
ongoing process.
KIM REESE: And this is what we call, Rhonda, a related
service. And we have
16. several related services. And in the past, Ryan has not received
any. A related
service can be so much as a bus ride on a special bus from
school to home if we
feel appropriate. But the assistive technology is a related
service.
Counseling can be a related service. And we will discuss,
maybe, counseling for
his destressing if we choose to do that. But we need to discuss
that as a team as
far as behavior, because he doesn't have behavior issues. It's
trying to find
different ways to destress himself and whether counseling might
be that way or
just some self-monitoring. We might not even need to go with
the school
counselor.
NANCY ANDERSON: If he goes to the special education
teacher and works
directly with her, that's a direct service. Whereas with assistive
tech, our assistive
tech person will come and work with the regular ed teachers and
with Ryan,
trying to figure out how can he become as independent as
possible.
RHONDA HUNT: So this would be done during the school
time?
NANCY ANDERSON: I would be done during the school time,
yes.
KIM REESE: Which in the past, he's been in, I've noticed in
previous records, 30
18. KIM REESE: --do his previous homework. So if we need to do
two hours of
services-- but we also, on the other hand, need to think about he
will not be
having an elective course of his choice. He will be missing out
RHONDA HUNT: I don't think he needs two hours. I think one
hour is plenty.
KIM REESE: So then we need to discuss what you expect or, as
a team, what
we expect for him in that one hour. Are we going to do assistive
technology? Are
we going to do homework or just whatever is needed?
RHONDA HUNT: Well, I can help him with homework, but I
don't have the
knowledge to help him with this assistive technology.
DEBBIE YOUNG: And part of the related services that we
wanted to provide is
the service of someone training him, his teacher, you as parents,
because you
may be using some of the software at home. We're looking at a
couple of
different softwares to try, like the screen reader I talked to you
about, and then a
word prediction word processor that will help him with his
spelling and writing.
And those can be loaded on any computer in any classroom.
He could have access there and at home. And the training, it
won't take him long
at all to figure out how to use it, and then any of you. And then
if you have
20. IEP Process: Program Planning, Part 1
want to continue that for him? The least restrictive environment
is what we are
discussing.
It depends on what best fits the kid, and that's what we're here
to discuss. We
can have him on an IEP and me monitor with each teacher and
he not ever come
to my classroom. Or we can have him in my classroom, like, the
last period of the
day to catch up on homework.
RHONDA HUNT: That would be wonderful.
21. KIM REESE: OK-- or do assistive technology.
RHONDA HUNT: That worked last year, but the last period of
the day would be
awesome.
KIM REESE: OK, so he would be coming to my classroom one
class period to
work on homework, get tests read. But we will discuss
modifications, also,
because in the past he has had his tests read.
DEBBIE YOUNG: And we want to see the assistive technology
implement
throughout his curriculum, not just that one hour of the day.
RHONDA HUNT: Right.
NANCY ANDERSON: So it might be that we could try this for
a while, and if he
has the assistive tech in all of his classes, it might be that he
wouldn't need to
come to the special class.
RHONDA HUNT: Right, after he learns how to use it?
NANCY ANDERSON: After he learns how to use it and starts
using this assistive
tech, then the special ed teacher could just be a consultant with
the regular ed
teacher or, in fact, could sometimes even go into to the regular
ed class for a
portion of the day and see how is it working and work with him
if she needs to.
But I'm hearing at this time we want to continue part-time
23. IEP Process: Program Planning, Part 1
RHONDA HUNT: Calculator.
DEBBIE YOUNG: --calculator, things given orally. I mean, we
don't want to forget
those as part of what he needs. We don't want to just depend on
technology
solutions, because we still need to rely on the low end.
LAURAL WADE: Well you know, you've come into my
classroom with some other
students and assisted in the classroom, but I don't really think
that that would
probably be what we would want to do in Ryan's case.
RHONDA HUNT: He's real nervous about being pointed out. He
doesn't want
anything different.
LAURAL WADE: So that, probably, isn't something that we
would want to do in
this case.
KIM REESE: Yeah, that's true. That is very true. But I could
work with, maybe,
the whole group in your classroom or maybe me come in and
24. talk to all the kids
about it and say that some of the students might be using this
program. This is
what it's for. Educate other students, also, for all students.
LAURAL WADE: That would be real beneficial.
KIM REESE: Right. And maybe we can incorporate it into the
computer lab when
our regular English teachers go there, because he is in regular
English. And
maybe we can see if we can purchase something for the
computer lab.
RHONDA HUNT: That sounds good.
NANCY ANDERSON: And it wouldn't just benefit Ryan. It
would benefit all
students, anybody who has a reading--
KIM REESE: So he wouldn't be pointed out.
RHONDA HUNT: Right.
KIM REESE: OK. We need to talk about his modifications and
adaptations in the
classroom, the regular classroom. And what these are, they are
to help him or
any student to be able to achieve success in the classroom with
the help of these
modifications that he might need.
RHONDA HUNT: To keep his disability from affecting his
education.
KIM REESE: Right, right. And it is my job is a special educator
26. might need this.
RHONDA HUNT: Excuse me. If the teacher forgets that certain
children have
different criteria on their homework, whose job is it to let that
teacher know? Is it
my job to change the assignment when it comes home? Is it the
child's job to go
up to the teacher and say, do you remember? Because they can't
possibly
remember every child's modifications.
KIM REESE: And you know, if he has me, possibly, at the end
of the day, he can
either remind me-- I know we have had some problems in the
past where
everything's fine at school until, in the car, there you go. Call
me. Let me know
what's going on. And then I can go talk to the regular teachers.
And if things don't
get done to what best fits any child's needs, then we can take
further steps.
NANCY ANDERSON: That's when she calls me.
KIM REESE: I call Nancy, or I go to my principal and say, hey,
this is going on.
RHONDA HUNT: Well sometimes, that's happened in the past,
and it's been
completely innocent. I mean, it's just by accident.
KIM REESE: We like to go through the chain of command.
RHONDA HUNT: Right. And I don't find fault in that, but I just
wondered if I had
29. POS 111 American Government
The Freedom Forum First Amendment Center at Vanderbilt
University was founded December 15, 1991,
the 200th anniversary of the ratification of the Bill of Rights to
the U.S. Constitution. Review the
information on the following websites concerning the First
Amendment and then write an essay on ways
in which the First Amendment is relevant to today's world.
What is your opinion with respect to this
topic? Explain fully.
The First Amendment states, “Congress shall make no law
respecting an establishment of
religion, or prohibiting the free exercise thereof; or abridging
the freedom of speech, or of the
press; or the right of the people peaceably to assemble, and to
petition the Government for a
redress of grievances” (Edwards, Wattenberg, & Lineberry,
2014, p.108). As American citizens,
this lays the foundation for some of our basic civil liberties.
These liberties have a constant
presence and importance in today’s world.
Everyone is the United States is allowed to practice whatever
30. religion they so desire.
Personally, I grew up Catholic, and all of my extended family is
Catholic as well. Currently, I
live in Forsyth, Montana, which is home to less than two-
thousand residents. I have counted
there to be right around ten churches. Many of the people I have
become close to here each
practice a separate religion and go to different churches.
American Presidents throughout time
have recognized the importance of religious freedom. “In his
Farewell Address, President
Washington further warned that national morality cannot exist
in exclusion of religious
principle” (Rooney, 2017). Later, President George W. Bush
was quoted saying, “freedom of
religion is not something to be feared…faith gives us a moral
core” (Rooney, 2017). Religion is
a significant aspect of the lives of many Americans and will
continue to be so. Although I don’t
consider myself to be a religious person, I value that myself and
others are able to practice
varying religions. We have the right to believe in what we wish
to believe.
Freedom of speech is another valuable component included in
31. the First Amendment, but
it can also be one of the most difficult to accept when we have a
differing view. Our textbook
states, “A democracy depends on the free expression of ideas.
Thoughts that are muffled, speech
that is forbidden, and meetings that cannot be held are the
enemies of the democratic process”
(Edwards, Wattenberg, & Lineberry, 2014, p.116). In this
week’s class discussion, we have been
talking about if groups, such as the Ku Klux Klan and Neo-
Nazis should be controlled or
regulated by the government. So far, most of us have agreed
that what they do is protected by the
First Amendment, and although we highly disagree with their
messages, they have the same
rights as we do. We can’t deny them their rights just because we
do not agree with what they
preach. Unfortunately, we have to accept that there are people
out there that have horrible things
to say. I read an article written about a survey that w as taken by
college students about freedom
of speech. While most of the students agreed that freedom of
speech is very or extremely
32. important to democracy, when asked to choose whether free
speech or diversity/inclusivity was
more important, the majority said diversity/inclusivity
(Chokshi, 2018). We tend to hold our
freedom of speech very high, but when there are views which
differ from ours, we tend to
believe that this right should be controlled.
Recently, we have heard about many protests on the news
stations. One of the largest has
been the “March for Our Lives.” These protesters have been
practicing their right to peacefully
assemble while protesting for the increase of gun control in the
United States. “More than 800
protests were planned in every American state, including in
some gun-friendly cities, and on
every continent except for Antarctica, according to a website set
up by organizers” (New York
Times, 2018). My thought on protests are that as long as they
are peaceful, I agree with people
advocating for what they believe in. I don’t always agree with
what is being protested, but I fully
understand that American citizens have the right to do so.
“However, no group can simply hold a
33. spontaneous demonstration anytime, anywhere, and any way it
chooses. Usually, a group must
apply to the local city government for a permit and post a bond
of a few hundred dollars as a sort
of security deposit. The governing body must grant a permit as
long as the group pledges to hold
its demonstration at a time and place that allows the police to
prevent major disruptions. There
are virtually no limitations on the content of the group’s
message” (Edwards, Wattenberg, &
Lineberry, 2014, p.127). As long as a group follows the rules
and peacefully assembles, they
should be allowed their rights.
All aspects of the First Amendment are extremely important in
today’s world, as well as
the future. People will always continue to have differing views,
but American citizens should
always be allowed to have their own view and express them
freely. I believe that the freedoms
outlined in the First Amendment are there for a reason; they are
the most important.
34. References
Chokshi, N. (2018). What college students really think about
free speech. Retrieved March 20, 2018 from The
New York Times:
https://www.nytimes.com/2018/03/12/us/college-students-
freespeech.html?rref=collection%2Ftimestopic%2FFreedom%20
of%20Speech%20and%20Expression&ac
tion=click&contentCollection=timestopics®ion=stream&mod
ule=stream_unit&version=latest&conte
ntPlacement=8&pgtype=collection.
Edwards III, G.C., Wattenberg, M.P., & Lineberry, R.L. (2014).
Government in America:
People, politics, and policy (16th ed.). Boston, MA: Pearson.
New York Times.. (2018). March for our lives highlights:
students protesting guns say enough is enough.
Retrieved March 20, 2018 from The New York Times:
https://www.nytimes.com/2018/03/24/us/march-
for-our-lives.html.
Rooney, F. (2017). The role of religious freedom today.
Retrieved March 20, 2018 from Real Clear:
https://www.realclearpolicy.com/articles/2017/05/04/the_role_o
36. Module 01/M1_AssignmentInstructions.htmlModule 1 Essay
Assignment: Constitutional Principles
Overview
The Essay 1 Assignment gives you an opportunity to explore
concepts from this module in more depth. You will have to do
some careful thinking and put together reasoned and complete
responses to the questions posed.
InstructionsYou are to write a 3-5 page argumentative essay that
answers any one of the following questions. This essay is worth
50 points.The United States Constitution is the basis of our
current government, and it has undergone many interpretations
over the decades. Take a look at the links below and select one
section of the Constitution (an article or amendment). Review
how this section of the Constitution has been elaborated or
interpreted by the Supreme Court over the years. Then, write an
essay on how the Supreme Court has interpreted and elaborated
on this section over the years. What is your opinion with respect
to this topic? Explain fully.
The United States Constitution OnlineThe US Constitution
(annotations and cases)Library of Congress: Primary Documents
of the United StatesThe theme of the living Constitution finds
expression in today's Internet discussions of the American
Constitution compared to the constitutions of other nations.
Review the US Constitution and the constitutions of at least
three other countries and then write an essay which compares
the similarities and differences among the American
Constitution and foreign Constitutions. What is your opinion
with respect to this topic? Explain fully.
The United States Constitution OnlineConstitute ProjectThe
websites below examine the underlying ideas that form the ideal
of federalism, including the ideals of liberty and republicanism
(representative government). They examine political
philosophies that converged into American federalism and
37. provide commentaries about the meaning of this structure of
government. Explore these websites and then write an essay on
the relationship of federalism to liberty, and explain how
federalism and liberty are relevant to contemporary policy
issues. What is your opinion with respect to this topic? Explain
fully.
American FederalismFederalism via US Constitution
OnlineDeliverable:3-5 page (800-1500 words) essay stating and
supporting a clear opinion or argument. Make sure you read the
Short Essay Rubric carefully for all the elements you are
required to include in the essay, including appropriate
examples, explanations and reasons from your reading, at least
three appropriate concepts from the textbook and/or module,
current news events and at least two references. Instructions for
accessing the grading rubrics are found here.Put your name,
date, and module # on the essay.Put the complete essay question
you chose at the beginning of the essay (don’t paraphrase it);
leave out the websites; single space this question and include an
extra space between the question and the body of the essay.Use
Times New Roman, 12 pt black font, 1-inch margins; double-
space the body of the essay, indent new paragraphs by 1/2 inch,
and don't include extra spaces between paragraphs; you don't
need to include a title page or abstract.The essay must use
college level English, grammar, spelling, punctua tion,
etc.Use ONLY Microsoft Word (.doc or .docx) or save your
document as a Rich Text File (.rtf).The essay must use APA
formatting, referencing, and citations; a reference page must be
included. For more information and models of APA formatting,
see the APA Toolkit in the Syllabus Module.
See an example of a Short Essay here.
See the Schedule and Course Rubrics in the Syllabus Module for
due dates and grading information.
38. IEP Process: Program Planning, Part 2
IEP Process: Program Planning, Part 2
Program Transcript
[MUSIC PLAYING]
NARRATOR: Welcome to the next segment of the IEP process
video programs.
Previously, you heard Ryan's IEP teams discuss his academic
program planning.
In the next part of meeting, the team addresses Ryan's
39. behavioral needs.
KIM REESE: Thank you for coming back to from the break,
guys. I hope
everybody is feeling OK, and I'm glad you came back. I know
these take a while.
We discussed about Ryan's goals. We did talk about that he has
been in special
education, part-time class, specially designed service where he
came into the
resource room for one class period daily, five days weekly, last
year. Let's go
ahead and go into de-stressing. You had brought to my attention
this year that
sometimes when he has assessments, we get headaches,
migraines, we throw
up, possibly-- just not real well. We need to come up with some
behavior
indicators or some behavior de-stressors or something to help
with this problem.
SHERRI FAIRCHILD: So is it just tests that he stressed?
RHONDA HUNT: Mostly tests. Or if it's been a prolonged
period of time where
we've had hours upon hours of homework at night for several
days in a row and
he just feels bogged down. But generally, it's the testing
anxiety.
SHERRI FAIRCHILD: And has he exhibited any of these
behaviors at school? Or
is this mostly when he comes home, he kind of--?
LAURAL WADE: I haven't seen that in the classroom. He
41. IEP Process: Program Planning, Part 2
SHERRI FAIRCHILD: And has this been something ongoing
throughout his
school career, or is it a new thing?
RHONDA HUNT: No, it's been continually happening all his
career.
SHERRI FAIRCHILD: And what kinds of things do you notice
when the headache
comes on? Is there any pre-warning signs that you can think of?
RHONDA HUNT: Just his attitude get a little worse, and he just
doesn't want to
do his work the way he should or the way he generally does.
And then I know
that he's just been pushed too far.
SHERRI FAIRCHILD: Does he identify that he's stressed?
42. KIM REESE: No.
SHERRI FAIRCHILD: No. But it's something as a mom, you
know. OK. Is he on
any kind of medication?
RHONDA HUNT: Not at this time. He's had migraine medicine
before, but he just
isn't on anything right now. We just take care of each migraine
as it comes.
SHERRI FAIRCHILD: OK. Well, what we would like to do is
maybe do some
behavior checklists. Also, we have behavior coordinators that
we work with, and
we would like them to go observe him in the classroom to kind
of get a good idea
as to, maybe, what's causing it. You said you felt like it's tests.
There may be
other things that [INAUDIBLE] be causing this, and they're
really good at looking
at those. So we would like to do a direct observation and get a
good feel for that.
Some suggestions that I could make for right now would include
things like,
maybe, a stress ball when he's studying, maybe some advance
notice to when
an upcoming test-- teachers make weekly lesson plans. If they
on Monday that
Friday there's going to be a test in social studies, that maybe he
could know on
Monday that Friday's going to be the day so that he can, maybe,
break it apart a
little bit and study ahead of time. Another suggestion may be
working with a
44. IEP Process: Program Planning, Part 2
KIM REESE: Do we want to add a goal in him IEP for a de-
stressor?
SHERRI FAIRCHILD: I think that would be appropriate.
NANCY ANDERSON: And if we want to do functional
behavioral assessment, we
need your written permission for that. So we'll need that form.
KIM REESE: We'll need to sign the form before we leave the
meeting.
NANCY ANDERSON: Right.
SHERRI FAIRCHILD: OK
KIM REESE: So do we want to go ahead and do a goal?
45. SHERRI FAIRCHILD: I think adding a goal would be an
appropriate idea.
KIM REESE: Ryan will use de-stressing techniques three out of
four times in
order to relieve headaches, stomach cramps, et cetera, to relieve
his anxiety
relating to school tests and homework.
RHONDA HUNT: OK, what kind of de-stressing techniques are
you talking
about?
KIM REESE: Such as the squeeze ball.
SHERRI FAIRCHILD: The stress ball, talking to a trusted adult
like the school
counselor, or maybe even an older student or someone he looks
up to-- just
anyone that he trusts that maybe he can say I'm really feeling
stressed.
RHONDA HUNT: I'm not sure if he'll talk to anyone.
KIM REESE: Or if he feels comfortable with me, I often tell the
47. IEP Process: Program Planning, Part 2
KIM REESE: Which could be that a teacher might not be
modifying, which brings
us to another point. We need to get modifications and
adaptations down for him.
And maybe this will help relieve some stress for him. In the
past, we have said,
allow Ryan extended time for completing assignments or give
reduced
assignments. Do we still want to keep that or add to that one?
RHONDA HUNT: I feel like that it's been beneficial.
48. KIM REESE: And we will give extended time for tests, also, as
well as
assignments.
RHONDA HUNT: Right, because it depends. I mean, if it's read
to him, he
doesn't need extra time. But whenever it's called upon him to do
the reading and
writing on his own, he needs a lot of time because that's very
labored.
KIM REESE: OK. And what were you saying about--?
DEBBIE YOUNG: That the writing should be only required for
writing purposes.
You don't have to write sentences for busy work. He shouldn't
have to do extra
writing.
KIM REESE: Grade on what he knows, and not what's
transcribed or what he
can or can't put down.
49. LAURAL WADE: Answers only.
KIM REESE: Allow tests to be read to him, whether that be me
or you at home--
LAURAL WADE: Or assistive tech.
DEBBIE YOUNG: Or use a screen reader.
RHONDA HUNT: All right, I've encountered situations before
where they would
say, well, he knows the answers when I ask them to him. And
that's the whole
point.
KIM REESE: And if he knows the answers, why are we testing
him? Maybe we
need to discuss that, discuss what he needs to know as far as the
information of
the test.
RHONDA HUNT: Or that his verbal answer is allowable.
KIM REESE: What about peer tutoring for him? Does he do
that?
51. that work?
KIM REESE: Well, we don't want to have a friend responsible
for his grade. I'd
rather see the teacher provide notes, possibly. What do you
think?
LAURAL WADE: Well, I think in this, too, it's another case
where, in Ryan's case,
he doesn't want that attention drawn with a peer. That's kind of
where we are
with how he is feeling on this. I don't know. Is that what you
think?
RHONDA HUNT: I don't think he would allow that. I don't
think he would open up
to a peer tutor.
KIM REESE: And this is a rough draft, just up to date, things
that have been used
in the past and things that we need to add. Allow Ryan-- and we
have said that
he uses assistive tech devices-- to use a calculator for math
computations, even
thought his math is a strength. It's more of a writing tool.
DEBBIE YOUNG: Is that the--?
RHONDA HUNT: Yeah, and getting just the numbers turned
around. Sometimes
he gets confused between a 45 and a 54 because of the
placement.
52. LAURAL WADE: The reversals.
KIM REESE: OK. Also-- provide books on tape for reading
assignments.
RHONDA HUNT: Yeah, that'd be great.
KIM REESE: I thought about that. Hasn't happened in the past.
DEBBIE YOUNG: And eText-- we need to find out what
textbooks are available.
KIM REESE: Provide a set of texts to be used and kept at home.
And we talked
about the tape recorder, and I'll discuss that with you and you
on what we can do
about.
RHONDA HUNT: On the books, we have the internet at the
house, but we only
have dial-up. Will that affect it?
DEBBIE YOUNG: I would think it'd be pretty frustrating.
54. RHONDA HUNT: Maybe once they're downloaded, they can
come home. But the
DSL, it's not even available where we live.
KIM REESE: OK, we need to talk about Ryan taking the state
mandated test
assessment. In the past, he has done this with modifications that
are provided by
the state.
RHONDA HUNT: Right, and the modifications work for the
subject matter, to find
out his content knowledge. But the reading modifications, there
are none. There
are none. And that's the area of his weakness.
NANCY ANDERSON: And there's not a whole lot we can do
about that, because
that comes down from the state, as far as what regulations and
what
modifications can be done in the area of reading comprehension.
And he might
not score very well on that test. But understand, that's a state
requirement that
we have to abide by.
But individually, we will still find out where his reading level is
and what his
strengths and weaknesses are. There are going to be times when
he won't do
well on that test because he has to read it. And if the state
doesn't allow the
modification for reading comprehension, then we can't do it.
RHONDA HUNT: So how will that affect him getting his
driver's license if they
56. IEP Process: Program Planning, Part 2
KIM REESE: He needs, actually, more assistance and one-on-
one than what the
regular classroom teacher can give. So resource class allows
extra time for him
to work and have assistance. We will reconvene if Ms. Young,
the assistive tech,
feels like he is getting it. I feel like he is getting the assistive
tech, and we need to
change his placement or his hours in special services. It might
be that I just
consult or monitor him for you.
So we need to sign off on the IEP. You have had your parent
rights, and I will
check that. You speak English. We didn't have to have an
interpreter, so I will
57. check that, no. And then I need you to initial these.
We need to sign off on the IEP. And we signed the sign in sheet
already, the
consent or the record of access sheet. We also need to sign the
review, that we
did hold an IEP meeting. These are the things we discussed--
we're developing a
subsequent IEP, reviewed the program progress, addressed
assistive
technology, evaluation report, and behavior concerns or stress
concerns.
His IEP was due, so that's why we did this. The basis for
making the
recommendations was the previous IEP, the WRAT III test, the
Oklahoma Core
Curriculum Tests, comprehensive assistive technology
evaluation report, and the
IEP team input from all of us. We need to sign off on the review
sheet that we all
attended the meeting and this is what we discussed. And we will
reconvene, if we
feel like we need to, earlier, or we will reconvene in a year,
have the yearly IEP to
see if he's made gains.
NANCY ANDERSON: One thing to remember, everybody, is
next April, Ryan will
be 14-years-old. And at that time, we need to address his
transitional program.
And what that means is what do we anticipate him doing? Do
we anticipate him
transitioning into a college-bound program or a vocational
program or some other
agency will pick up services or whatever we need to decide?
