Iep Reaction Paper

The IEP video highlighted some positive and negative aspects of a transitional IEP. An IEP is overwhelming for all parents but by the time a student reaches the age for a transitional IEP, age 16, the families are more familiar process. This IEP was a created to be able to give future teachers a chance to review the positive and negative in the video. The staff in the IEP did a great job of settling the mother and during the introductions, each staff member said one positive experience about the student. While the homework teacher was absent, the substitute teacher for the meeting was current on her role and able to handle the situation. The art teacher appeared to be the primary contact for the transitional portion of the IEP which was slightly unusual but she appeared to have contacts with a leading school that worked with graphic design. The IEP overall was very disappointing, the goals were vague and there was no actually method listed to track progress. The mother was never read any rights by the IEP team and no one ever referred to goals for Jasmine. As the team outlined progress, there was never any discussion about specific mastered skills or creating new skills. The psychologist did give an overview of the state testing that Jasmine took, stating she did average in
Everyone was positive and appeared pleases with the information. Although, it was missing all the data, the documentation, and the outlines of new goals. Positive is great but the purpose of an IEP is to create measurable goals that outline the needs of the student over the course of the upcoming year. While the IEP meeting did provide basic goals to improve reading and language skills, there was no discussion on what specific skills would be addressed. The team needs to go back to the drawing board and outline the specific needs of jasmine and how each teacher can help with each