Brieanna Olsen SPEC_ED 420 September, 2017 Thad the opportunity to meet with the special education teacher to discuss the IEP ofa student in my kindergarten class. This is the second year this student has been in kindergarten with an TEP, so the student and teacher are familiar with each other, This student has learning disabilities as well as being classified under social/emotional. During his first year of kindergarten he attended school for half and cay and needed an aid to assist him. For the first six weeks of this year, the student continued to attend for half of a day. During my last week of advanced practicum, the student transitioned to becoming full-time. He has made incredible progress in many areas both academically as well as socially. There are still areas to work on, but his teachers are pleased with the progress. Now that he is full-time, he will be pulled-out of the classroom twice a day for special education services. There will also be push-in methods being, used in the classroom to fulfill his social /emoticnal and communication needs. This student has a check-in sheet that tracks his behavior and progress throughout the day in class and at recess, which is an amazing tool. He also needs to be reminded of his goals, so he has something to ‘work successfully for, Other ways that this student’s progress is tracked is through being pulled- ‘out and completing quick probes about every 3 weeks, The progress is then recorded according to his IEP goals in a grade book. The process in which the special education teacher can refer a student who is suspected as having a disability is through the RTI model. A collection of data is taken and then they are able to see how the student responds. The types of assessment used for evaluations and progress monitoring is through achievement testing, behavior inventories, and cognitive testing that is done by the school’s psychologist. There is also a smile sheet that is used to track if the student is on task and behavior. Jabs, Sow Ve fun