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The IEP Project, was a group collaborations project. In this project we were
given a case study of a student who we were developing an initial evaluation
and develop an IEP based on his needs. After the development of the IEP we
also participated in a mock IEP meeting. This project was insightful it really
helped me experience and observe what IEP meetings look like and the work
put in for it to be successful. Through this project we were given a list of
information stating behaviors and concerns for a young boy. From this
information we were had to identify what, if any, was the most appropriate
label for this particular students. The IEP Project opened my eyes to
difficulties that can arise while trying to identify someone with missing
information, or not being able to questions answered.
The student that was in my case study was a 6 year old student named
Scott. Completing this case study was difficult because we did not have all
the information needed to answer questions we deemed were necessary for
the completion of his IEP. While we were reading the case study we felt that
Scott couldve fallen under a few different labels; Specific Learning Disability
SLD, Emotional Behavioral Disability EBD, or Intellectual Disability ID. The
concern I had was mislabeling Scott. I didnt want to identify him as the
wrong disability and have his IEP not be affective or meet his needs. I
approached this challenge by carefully reading and understanding the
information given. I compared the information given to the eligibility
checklist for each disability. I found that his eligibility for EBD was most
fitting than the other labels based on the information in the case study and
the eligibility checklist. Based on the eligibility checklist he did not qualify
for SLD or ID. The focus of the case study was on Scotts withdrawal from
the classroom, his difficulty following routines in structured activities, high
pitch screams 8-10/hour, stabbing a teacher, threating other students Im
going to kill you, saying things like nobody likes me, and his frequent and
severe tantrums at home and at school with long periods of recovery. The
case study touched on the concerns of his writing technique/style, his refusal
to participate in group activities, and refusal to use scissors, pencils, crayons,
or markers. There is significant evidence of his behavior adversely effecting
his functioning and development in social relationships, and classroom
adjustment. It was also determined his behaviors were severe and chronic.
He screams 8-10/hour, and has a tantrum approximately 5/2hours, with a
long calm down period. He has inappropriate responses to normal situations,
inability to develop or maintain satisfactory interpersonal relationships,
extreme withdrawal, and other inappropriate behaviors that are different
from normal children of his age.
Techer Standards
Standard #9: The teacher is a reflective practitioner who continually
evaluates the effects of his/her choices and actions on others (students,

parents, and other professionals in the learning community) and who

actively seeks out opportunities to grow professionally. I displayed this
standard during the IEP Project by reflecting on how my choices could
potentially effect the students by mislabeling him. I did extensive research
and reviewing information to determine the most appropriate fit for the
students in this case study. Research and constant professional development
in this project is an example of this teaching standard. I personally did
research on how to accurately label a student, identify a disability, and how
to compile all my information and develop an IEP for this project. I learned
new roles from each member of the group, and the importance of each
person in the IEP processes. In this project I was the psychologist, I gave
Scott multiple tests to help with the IEP process. The tests told us Scotts IQ,
His achievement level, and his psychological function. This part of the IEP
Role I used to develop professionally and determine what is needed from the
psychologist to perform the different tests and best practice used in testing
this young man. This was a role playing exercise that I took seriously and
helped me develop professionally of what is asked from every individual
apart of the IEP process.

CEC Standards

Standard 9: Professional and Ethical Practice. In this case study I

participates in the process as if I were actually developing an IEP with for this
child. In this project I took on the role of a school psychologist for the mock
IEP meeting. In the meeting I portrayed myself as a psychologist and
dubbed as the LEA during the meeting. I was profession and gave my
insights as the psychologist and monitoring the meeting making sure it is
progressing as planned and is the students and the familys best interest. In
this project I portrayed ethical practices as a profession and keeping the
need of the student and family in to priority. The IEP was developed to help
Scott become successful in the classroom and help him and the family find
routines best suited for Scott and the family. The IEP was developed to keep
the Scott working successfully in the classroom and providing him with the
support he needs to be successful. This standard was addressed with my
professional development and the research done to make sure I complete his
role to the best my ability during the Mock IEP Meeting.

Standard 10: Collaboration. This standard was addressed while developing

the IEP Project by the collaboration between classmates to develop the best
IEP for Scott. This collaboration between colleagues helped me prepare for
the collaboration process when developing real IEP in my future career. We
all discussed our concerns with our student, Scott, and pin-pointed
information we deemed was most important. We collaborated on which
disability Scott would best fit Scotts needs and address all the concerns of
the teachers and the family. We collaborate and developed a plan for Scotts
success at home and at school. The plan consisted of him taking breaks,
having a reduction in demands in school and at home, to lower the frequency
for punishments and keep him involved in school and family routines. Scott
will also be allowed extra times, sensory interventions, and positive
interventions all which were collaborated between every member of the
group/ professional roles.

Alverno Abilities
Communication- In this project Communication was a key aspect for our
success. As colleagues we had to communicate with each other for the
benefit of the child and success in the IEP process. This project put it in
perspective the amount of communication and collaboration that is need for
schools to adequately identify which disability a student might and have put
a plan together for the best interest of the child. Each member of the group
communicated their ideas and what they wanted their role to be in the
group. The group worked well together and spoke professionally and
respectfully to one another. Creating the IEP was smooth and efficient, we
did not run into any bumps or problems while discussing amongst each

Integrative Interaction- In this project integrative interactions was and

ability that used by appropriately responding to the diversity each person
brought to the group and the roles needed for the success in the
development of the IEP. Each group member was assigned a role to fulfill the
IEP requirements for a successful meeting. Each role in this project was
assigned a duty to compete for the development of the IEP. Respecting the
different roles each person was assigned and putting aside differences
amongst ideas to effectively develop a plan for Scott to be successful in
school and at home. Integrative interactions were used when we were
discussing the different ideas to be placed in the IEP for the most beneficial
plan for Scott.

Educational Framework
The theorist I referred to in this project was Albert Bandura. I feel strongly
about his self-efficacy model. This model states a students self-efficacy
plays a major role in how one approaches goals, tasks, and challenges. This
was one aspect I try to reach during his IEP and Evaluation. Scott emotional
state affects his ability to adjust to changes and attempts challenges.
Challenges and changes are a big issue for Scott being able to regulate his
emotions. Addressing his self-efficacy in his IEP and Evaluation to address
his emotional state as a reason his emotional regulatory takes so long.
Applying this theory while evaluating Scott helped me assess his needs and
how I can be there to support him.