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Place of Meeting: Date: Time:

Base Team Meeting #3

Persons Present:

Late:

Absentees:

Others Who Need to Know:

Roles:

Recorder Timekeeper Jargonbuster Equalizer Encourager

Birthday closest to New Year's Eve First to the left of Recorder Second to the left of Recorder Third to the left of the Recorder Forth to the left of the Recorder

AGENDA

SUGGESTED ITEMS

SUGGESTE D TIME LIMITS

  • 1.

    Review agenda and assign roles. Identify the social skill(s)/norms that the team wishes to focus upon/practice at this meeting.

  • 2.

    Review pages 236 – 245 of the Rosenberg et al. text. Examine the San Diego or North Coastal Consortium for Special Education (NCCSE) IEP form (www.preschoolfun.com) and identify where required components of an IEP (identified on pages 236-238) appear in this IEP format. (Highlight in some way components on the form itself.)

5 min

15 min

  • 3.

    How does the NCCSE, San Diego, or your team’s district IEP format ensure that the following topics are discussed and family/child input is assured. Highlight the prompt on the form in a different color. If the form does not prompt IEP team discussion of the following, what would you do (e.g., add to the form) to assure attention to the topic? Write a paragraph explaining your actions in a meeting to prompt discussion of each topic not addressed on the IEP.

    • a)

      Participation in district & statewide assessments

    • b)

      Transition from early childhood to school-age programs

    • c)

      Transition planning and services from age 16

30 min

EDMX 631

24

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