Iep Reflection

Each session, I observe students being assessed on their daily behavior; all students attending the alternative program are identified as having emotional/behavior disorders. The daily behavior goals are individualized, correlating to each student’s Individual Educational Plan (IEP) (for example, proper use of coping skills, on-task, personal space, and non-disruptive); the students are assessed each hour based on a score of 0-5. The daily behavior sheet is filled out by the teacher, individually discussed with each student, and sent home for the parent(s) to sign. This assessment allows the teacher, and other members of the IEP team, to track the behavior progress and aids in creating future steps for each student. During a session, I observed

Proof of this is displayed in the fact that the teacher creates personal behavior sheets for each student, based on the individuals IEP and needs. This assessment allows the teacher, and IEP team, to track the student’s progress. The teacher informed me that each student is aware of the behavior items on his/her list; when a new behavior is introduced, they practice it with the student before adding it to his/her daily behavioral sheet. In addition, I am learning a great deal about the way this teacher is able to break down situations to help students with EBD master coping skills. Doing this effectively requires the teacher to understand that “each learner’s cognitive, linguist, social, emotional, and physical development influences learning and knows how to make instructional decisions that build on learners’ strengths and needs” (InTASC Sub Standard 1e). For example, when the previous student was struggling with being accountable for pushing another student at recess, the teacher forced the student to self-reflect on the situation at hand; this method required the student to identify where he made his mistakes and then think through the coping skills previously learned in class that he could/should use in the future if a similar problem arises. Finally, I am observing a great deal on the importance of communication amongst additional professionals and parents. Doing this effectively requires that the teacher “collaborates with families, communities, colleagues, and other professionals to promote learner growth and development” (InTASC Sub Standard 1c). For example, the teacher assures all parents are informed of his/her child’s behavior progress by sending home the daily