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Special Education Process by Lina Rodriguez, Reevaluation, Meeting with…

- - - - Areas of concern and Educational Progress
        
        Our main challenge with this student is:
        
        Describe the behavior so someone else can understand what it looks like:
        
        Academically this child is:
        
        Things we have already put in place are:
        
        We believe the level of parent support might be:
        
        Any other comments or questions
        
        https://docs.google.com/document/d/19GHLOmg_dIos8UtO5kpXOZDeQ4QyDJrS/edit
        
        Step 2
        
        Step 3: Follow up - of concerns noted by the school
        
        School recommends IEP program to parents
        
        Stage1. ASSESS: GET TO KNOW THE STUDENT AND HOW THEY LEARN
        
        Collect information from all the team members across all aspects of the student's life
        
        What are the strengths and interests of the student and how can we promote them? Recognize and build on the student’s strengths to foster student engagement in the learning process.
        
        Provide information about the student to support their education needs, including results of any formal/informal assessments in literacy, numeracy or social-emotional assessments, recommendations or advice from regional and area staff and/or allied health professionals, data or classroom observations.
        
        Current challenges and barriers to learning and engagement.
        
        Ask the student what helps them to learn and record the answers below. For example, engage the student in the following questions:
        The IEP is strengths-based and informed by the student agency. Where appropriate, the student should play an active role in the development of their IEP. See Student Voice Practice Guide (Amplify): www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/amplify.aspx
        
        Stage 2. PLAN: USE COLLABORATIVE AND STUDENT-CENTRE PLANNING – WHAT do WE PLAN TO ACHIEVE?
        
        Long-term goals. Provide a clear, summarised statement of 1-2 sentences that guides the development of the short-term goals below.
        
        Short-term SMART goals (Specific, Measurable, Agreed, Relevant, Time-bound).
        Identify the sub-skills required to achieve the long-term goal/s above. Number and include all SMART goals below
        
        STAGE 3: TEACHING STRATEGIES, ADJUSTMENTS AND SUPPORTS
        
        Detail the teaching strategies, adjustments and supports specifically tailored to address the student’s learning needs and support the student to achieve their short-term SMART goals. Consider students strengths and preferred learning supports.
        
        STAGE 4: MONITOR AND EVALUATE: ASSESS THE EFFECTIVENESS OF THE APPROACH
        
        Review goals and strategies at least once per term. Collate and analyse data to determine whether the goals have been achieved. Report and feedback on achievement of goals based on the effectiveness of the teaching strategies, adjustments and supports provided in Stage 3.
        
        https://docs.google.com/document/d/19GHLOmg_dIos8UtO5kpXOZDeQ4QyDJrS/edit
        
        Additional comments: e.g. What is working well or not working well? Should goals be modified? Should the strategies be continued, revised or replaced?
        
        Student evaluation to know if IEP recommends continuing with the process or implement a new plan.
      - No concerns noted
        
        No further action necessary.
- - - - What were the learning successes and What were the learning challenges?