Discussion questions
p07141980
discussions.docx|
Topic 1 |
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Discuss with your cooperating teacher/mentor how they handle conflicts that may arise during an IEP (whether it is an initial, review, or addendum/amendment meeting). Share at least one strategy that has been shared with you that you plan to use if needed in a future IEP meeting. In addition, explain how you plan to keep the IEP meeting on track if a conflict occurs
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Topic 2 |
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Data collection is critical in monitoring a student’s progress. What approach does your cooperating teacher/mentor use at their site to help keep track of progress monitoring? In addition, how does your cooperating teacher/mentor communicate progress reports to parents/guardians? Would you use this approach, or another method? Explain.
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Topic 3 |
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When can an addendum and an amendment be written to supplement the student’s IEP? Provide an example for each. In addition, what stakeholders need to sign these documents? Why are addenda and amendments important for IEPs?
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As you end your student teaching experience in the special education setting, in what grade range (elementary, middle school, high school) and area (behavior, autism, specific learning disabilities, etc.) would you most like to work? Why?
Topic
1
Discuss with your cooperating teacher/mentor how they handle conflicts that may arise during an IEP (whether it is
an initial, review, or addendum/amendment meeting). Share at least one strategy that has been shared with you
that you plan to use if needed
in a future IEP meeting. In addition, explain how you plan to keep the IEP meeting
on track if a conflict occurs
T
opic
2
Data collectio
n is critical in monitoring a student’s progress. What approach does your cooperating
teacher/mentor use at their site to help keep track of progress monitoring? In addition, how does your cooperating
teacher/mentor communicate progress reports to parents/
guardians? Would you use this approach, or another
method? Explain.
Topic
3
When can an addendum and an amendment be written to supplement the student’s IEP? Provide an example for
each. In addition, what stakeholders need to sign these documents? Why are addenda and amendments important
for IEPs?
Topic
4
As you end your student teaching experience in the special education setting, in what grade range (elementary,
midd
le school, high school) and area (behavior, autism, specific learning disabilities, etc.) would you most like to
work? Why?
Topic 1
Discuss with your cooperating teacher/mentor how they handle conflicts that may arise during an IEP (whether it is
an initial, review, or addendum/amendment meeting). Share at least one strategy that has been shared with you
that you plan to use if needed in a future IEP meeting. In addition, explain how you plan to keep the IEP meeting
on track if a conflict occurs
Topic 2
Data collection is critical in monitoring a student’s progress. What approach does your cooperating
teacher/mentor use at their site to help keep track of progress monitoring? In addition, how does your cooperating
teacher/mentor communicate progress reports to parents/guardians? Would you use this approach, or another
method? Explain.
Topic 3
When can an addendum and an amendment be written to supplement the student’s IEP? Provide an example for
each. In addition, what stakeholders need to sign these documents? Why are addenda and amendments important
for IEPs?
Topic 4
As you end your student teaching experience in the special education setting, in what grade range (elementary,
middle school, high school) and area (behavior, autism, specific learning disabilities, etc.) would you most like to
work? Why?
