Plan for behavior, if IEP team has a concern
Extended school year services, if determined as needed
Frequency of progress reports to parents
IEP participation of general education teacher (who knows the child)
Assessments are done in the child’s primary language
Parents/guardians provided translation in primary language in the meeting
For English learners, are goals and objectives “linguistically appropriate”
e., at the learner’s level of English language development)
Inclusion of students as members and advocates on the IEP team
Discussion of continuum of options with IEP team members
Access to the core curriculum through provision of accommodations, adaptations, and modifications
Communication of supports and services and accommodations and modifications to the general education teachers
Parent concerns and desires regarding student education and extra curricular activity participation
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.
Assign roles for next meeting. Be sure each person has a role they have not yet tried. TOTAL TIME
MINUTES OF OUTCOMES & HOMEFUN Person(s) Responsible?
1. Communicate outcomes to those absent:
Download agenda & materials for Team Meeting #4. Bring Composite of Laws book to the meeting.
AGENDA BUILDING FOR NEXT MEETING
Meeting #4 Agenda Items:
SEE AGENDA FOR MEETING #4