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IEP OBSERVATION AND INTERVIEW

IEP Observation and Interview

Wana Kohistani

California State University East Bay

Ted 502 - Inclusive Teaching in a Multiple Subject Classroom

Dr. Kemper

December 1, 2021

The IEP meeting held on September 7, 2021, was on Zoom at John Green Elementary in

Dublin, CA. The IEP team members present were the assistant principal, school psychologist,

general education first-grade teacher, education specialist, and both parents. The student is a

6-year-old boy who is currently in first grade. His primary disability is Other Health Impairment

(OHI). He presents with attention difficulties and social and verbal communication deficits,

which require specialized instruction for him to access and participate in the appropriate school

activities. The purpose of the meeting was for a 30-day review IEP meeting.

He is new at Dublin Unified School District and moved from Fremont. The team

reviewed his IEP from Fremont Unified School District. He was attending some general

education mainstream classes during DK but limited due to distant learning. Furthermore, his

previous SDC teacher evaluated and recommended that he participate more in a general

education classroom. Due to his attention, communication, and social skill needs, the team

determined that a mild/moderate particular day class is the most appropriate educational setting.

The accommodations include 60 minutes of ELA centers time daily, 30 minutes of math

instruction in general education daily, music, P.E., library, snack, and lunch recess with general
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IEP OBSERVATION AND INTERVIEW

education as well. By selecting the least restrictive environment (LSR), he is granted more

interaction exposure with typically developing peers for learning/play/social opportunities. It

also doesn’t provide him with the chance to become too dependent on supports.

The SDC teacher shared that he has high-level skills in many academic areas. Evidence

was provided by showing the DRA assessment given by the school’s resource specialist that

placed him at level 4, the grade-level for first grade. More evidence included the San Diego

quick assessment, which he fell at the kindergarten level. It was discussed that he did well on a

kindergarten Math assessment except for the “tens” and “ones” places, a skill to be taught in first

grade. The SDC teacher shared that math is an area of strength and writing is an area in need of

continued improvement. The general education teacher shared that he has been attending her

general education math class since last week. She said he is a sweet and happy boy. She

mentioned he did need reminding about copying information from the board, which he did after

verbal prompts. Then a review of his current goals was shared, including following directions,

reading foundational skills, narrative writing, and solving word problems.

The IEP meeting resulted in a lot of resolutions, and it’s what impressed me the most.

The parents left the meeting with a better understanding of what their son does on a daily basis at

school and had a great conversation with his teachers. I enjoyed how open the meeting was and

how all of the parents' concerns were addressed. The meeting was a group effort, and everyone

showed up with evidence, strong points, and questions. I like that the meeting was based on

creating a better learning environment for students and their individual needs. When the parents

asked what areas to work on with him, the SDC and the general education teacher provided great

recommendations for blending letter sounds and using sentence frames to practice writing.
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IEP OBSERVATION AND INTERVIEW

Interview - SDC Teacher

1. Now that it’s early November, how is his following directions goal coming along?

She mentioned he met his goal, which was excellent to hear. She shared that he was

having difficulty following verbal and visual instructions during instructional periods at

the beginning of the first few months. The SDC teacher said the goal was when presented

with an adult-directed non-preferred task, he will maintain attention to the task for 15

minutes or complete it without engaging in self-directed task behaviors, such as talking to

others, getting out of his seat with five or less verbal prompts and reinforcers.

2. What was the process to have the goal met?

The SDC shared it was a gradual process. He maintained attention to the task for about

ten minutes at first, then worked his way up to completing the 15 minutes.

3. Can you explain the goal for his writing process?

She was happy to remind me that the area of focus was his narrative writing. She said he

can encode CVC and essential sight words and can read shared reading books at

kindergarten level with minimum prompts. The goal is for him to write a three-sentence

narrative using correct capitalization, punctuation, temporal words and provide two

sensory details with visual and verbal prompts achieving no more than six errors.
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IEP OBSERVATION AND INTERVIEW

4. How is the progress in his writing goal?

When writing a narrative writing assignment, he writes one sentence using correct

capitalization and punctuation with one visual and verbal prompt. The SDC teacher

shared he will continue to work on writing more sentences correctly using sensory details

and temporal words.

5. When is his next IEP meeting, and can I join again?

She couldn’t give me an exact date on top of her head but welcomed me to join any of the

meetings I wanted to attend.