IEP Template
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This individual education plan outlines the goals and support strategies for a student for the 2010-2011 school year. It includes the student's personal information, strengths and needs across various areas like academics, behavior, and communication. Goals are set in a four column chart to target the student's social-emotional and academic development, along with strategies for teachers and ways to measure the student's progress toward each goal. Support team roles are also identified.
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![School Name<br />Phone:<br />Fax:<br />Individual Education Plan<br />2010-2011<br />DATE OF IEP MEETING:<br />NAME OF STUDENT:<br />BIRTH DATE: AGE: GENDER:<br />MAILING ADDRESS:<br />GRADE: <br />PHONE:<br />PARENT/GUARDIAN: <br />STUDENT PROFILE<br />ASSESSMENT INFORMATION:Informal: Formal: <br />STRENGTHS:<br />DESCRIPTORS: <br />,[object Object],MEDICAL HISTORY:<br />SCHOOL HISTORY:<br />Areas of Need<br />Academic <br />Behavioural <br />Social/Emotional<br />Language Communication<br />Physical<br />Life skills<br />Long-term Goals/Dreams/Desires<br />What Do We Want to Accomplish This Year?<br />FOUR COLUMN GOAL CHART<br />NEED(From above list of areas)Goal for the StudentStrategy & Team ResponsibilitiesMeasurement of ProgressSocial-emotionalAcademic<br />NEED(From above list of areas)Goal for the StudentStrategy & Team ResponsibilitiesMeasurement of Progress<br />SUPPORT TEAM<br />RoleParticipant NameContact InformationParentTeacherPrincipalResource room teacher(add participants as needed)<br />SIGNATURES<br />________________________________________________<br />Parent/Guardian Date<br />_________________________________________________<br />Principal Date<br />Review Date: _____________________<br />](https://image.slidesharecdn.com/ieptemplate-100701143844-phpapp01/85/IEP-Template-1-320.jpg)
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The document discusses classroom management. It defines classroom management as establishing procedures and instructional techniques to create an optimal learning environment. Good classroom management results in high student engagement and provides a conducive learning environment. The principles of classroom management include teacher responsibility, long-term solutions to problems, and addressing underlying causes of misbehavior. Components of classroom management include seating, group work, resources, and establishing classroom norms. Strategies involve planning, organization, communication, motivation, and monitoring activities. Key dimensions are the physical space, human interactions, and effective instruction.
Classroom management powerpoint
Effective classroom management is directly linked to student achievement and behavior, while ineffective management can lead to teacher burnout. Proper planning through clearly established rules and procedures, as well as an organized physical space, can help control disruptions. In contrast, a lack of planning and loss of control in the classroom negatively impacts the teacher's effectiveness and student learning. This research aims to determine what makes classroom management successful or unsuccessful.
Inclusive Education
This document discusses inclusive education in India. It defines inclusive education as promoting the full development of all learners regardless of differences. It outlines India's policies and schemes to promote inclusive education since 1985. The principles of inclusive education include no discrimination, equal opportunities, and adapting schools to students' needs. Challenges include lack of understanding, adjustment issues, and feeling isolated for students, and a need for trained teachers, facilities, and funds. The document recommends strategies like cooperative learning, peer tutoring, and mainstreaming to improve inclusive education.
Classroom management-presentation
This document discusses classroom management strategies and techniques. It begins by explaining that classroom management is one of the biggest challenges for teachers and a common reason for burnout. It then provides objectives and principles for effective classroom management, such as establishing consistent routines and procedures, maximizing instructional time, and using positive reinforcement. The document also discusses strategies for handling disciplinary issues, creating an organized physical environment, and developing self-discipline in students. Overall, it provides guidance on creating an efficient and productive learning environment through classroom organization and behavior management.
Classroom Management Techniques
The document discusses effective classroom communication techniques. It emphasizes using descriptive rather than judgmental language when speaking to students. Both parties need to listen - communication is a two-way street. The document outlines aspects of communicating like teaching students to listen, listening to students, using supportive replies, avoiding unintended messages, and maintaining professional confidence while respecting students' rights. Overall, the key is using a descriptive language style to make students feel less defensive and more willing to engage in learning.
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School District
Special Education Dept
City, State Zip
Student Name: Zach Brehm Grade: 5 Gender: DOB: 4/22/05 Age: 10
Meeting Date IEP Implementation date
Projected Date when services will begin Anticipated Duration of this IEP
School Year
02/03/16 02/12/16 02/02/17 2015-2016
Student Address:
City/State/Zip:
Parent/Guardian Name (include address in section I if different that above):
Contact numbers Home Work(1) Work(2) Cell/Other
Phone
E-Mail
County of Residence: Anticipated Year of Graduation: 2023
If consortium class or Placement: Sending District: School Building:
Current Vo-Tech Student
Future Vo-Tech Student CIP Code:
Primary Disability: Secondary Disability (If applies)
Other Information: Autism, Other Health Impairment, Speech/Language Impairment
*Medical Assistance #:
IEP TEAM/SIGNATURES* Signature on this IEP documents attendance, and not agreement.
The Individualized Education Program (IEP) Team makes the decisions about the student’s program and placement. The student’s parent(s), the
student’s special education teacher, and a representative from the local education agency are required members of this team. Signature on this
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NAME (typed or printed) POSITION (typed or printed) SIGNATURE*
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
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Special Education Teacher
Local Educational Agency Rep(Chair)
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Community Agency Representative
* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate. ■ ** If the
student is, or may be, participating in the regular education environment ■ *** As determined by the LEA as needed for transition services and
other community services ■ **** A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted. ■
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members: Teachers Name Here
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Local Education Agency has informed me whom I may
contact if I need more information. (Note a copy of the notice may be available on the District Web Page)
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