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    • d)

      Plan for behavior, if IEP team has a concern

    • e)

      Extended school year services, if determined as needed

    • f)

      Technological assistance

    • g)

      Frequency of progress reports to parents

    • h)

      IEP participation of general education teacher (who knows the child)

    • i)

      Assessments are done in the child’s primary language

    • j)

      Parents/guardians provided translation in primary language in the meeting

    • k)

      For English learners, are goals and objectives “linguistically appropriate”

      • (i.

        e., at the learner’s level of English language development)

    • l)

      Inclusion of students as members and advocates on the IEP team

    • m)

      Discussion of continuum of options with IEP team members

    • n)

      Access to the core curriculum through provision of accommodations, adaptations, and modifications

    • o)

      Communication of supports and services and accommodations and modifications to the general education teachers

    • p)

      Parent concerns and desires regarding student education and extra curricular activity participation

  • 4.

    With the activity and meeting just completed in mind, rate your team, as a whole, on the Formulating Skills (Creativity Skills) using the Individual and Group Assessment of Collaborative Skills form. Describe your creativity behaviors that helped you to generate ideas for dealing with the problems described in the activity.

5.

Assign roles for next meeting. Be sure each person has a role they have not yet tried. TOTAL TIME

Action Items:

MINUTES OF OUTCOMES & HOMEFUN Person(s) Responsible?

1. Communicate outcomes to those absent:

2.

Individual Homefun

Download agenda & materials for Team Meeting #4. Bring Composite of Laws book to the meeting.

Team Homefun:

AGENDA BUILDING FOR NEXT MEETING

Date:

Location:

Time Start:

Meeting #4 Agenda Items:

SEE AGENDA FOR MEETING #4

EDMX 631

5 min

5 min

60 min

By When?

25

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