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1) What information should go into a culturally and linguistically relevant IEP? Give specific examples from the texts and your own experience. According to Builder et al. creating a culturally and linguistically relevant IEP should contain; how the student best learns, what can be brought in from their home environment to help enhance their learning, goals that are challenging to the student, and multiple ways to assess and address the students progress while still taking into account their cultural background (Builder et al., 2017, p.115). When generating a student’s IEP goals, it is important to speak with the entire school team and the parent. Parent involvement can let you know the student’s strengths and weaknesses outside the classroom. We can increase the dialog with parents or guardians by trying to incorporate them more in their student’s learning; making enough time for meetings, not completing forms before parent input or even giving the parents a draft prior to their student’s meeting (Cheatham et al. 2012, p. 52). IEPs should also include specific data, accommodations, and modifications that the student may have, this better allows a teacher to understand how the student learns (Jefferson et al., 2018). Finally, according to the law, five different positions must me present at all IEP meetings - parent/guardian, special and general education teacher, a person who can interpret the student’s data, and a district representative (Jefferson et al., 2018). I do not have any experience with writing IEPs and it is not something I come into contact with daily. I aid in helping the student reach the goals written by the teacher but I do not have any say or part in helping decide a student’s IEP. 2) How can teachers avoid some common problems with developing culturally and linguistically relevant IEPs? Give specific examples from the texts and your own experience. When developing a culturally and linguistically relevant IEP it is important to remember to take into account all of the student’s intellectual, physical, and cultural needs. A student’s IEP meeting should be informative for all members, including the parents and students. Some common problems teachers run into are, assuming the best for the student without parent’s input, not involving what the student is already good at in their learning, or not having the right amount of staff present at the meeting (Cheatham et al. 2012, pp. 54-55). One way to avoid these common systematic issues is to allow enough time for meetings - this will give you enough time to gather the correct staff and make sure the student and parent are informed before the meeting. Not having the correct administrative staff can prevent the student from getting approved for services and delay their learning. Lastly, a common mistake is not involving the student. Teachers or people that are generating IEPs benefit from involving the student because they are able to learn the student’s likes and dislikes when it comes to their accommodations and what they felt best helped them learn (Nieves, 2021). By including the student and their families you will also discover who is an English language learner. A mistake commonly made by teachers is to consider if their student is learning English as a second language. One way to avoid this is to make sure the goals are in line with the student’s English proficiency. By teaching a student with disabilities in their weaker language you are doing a disservice to the student (Colorado, 2019).

3) Set one academic SMART goal and one behavior SMART goal for Edith or Clementina that builds upon their existing strengths (described last Module). Please see the first post, below, for information about how to write SMART goals for an IEP. Academic SMART goal: In one year Edith will be able to read and decode 6 short (5- word) sentences at a third-grade reading level. Behavior SMART goal: In one year Edith will be able to engage in classroom instruction for 15 minutes. 4) What questions do this Module's readings raise for you? How can a teacher assistant take part in a student’s IEP goals? Do you think the background you grew up in affects the way you will teach? Do some need to do more research than others? When looking at a student’s IEP what do you think is the most essential part? Behavioral or academic? Does this affect how you run the classroom? Optional Bonus Question [+1 point]: What is one interesting thing you have learned so far this semester from any class you are currently taking? I find it very interesting in learning how to create an IEP. As a teacher’s assistant, I am not able to do this in the classroom. The Arc – Jefferson, Clear Creek & Gilpin Counties. (2018). Principles of IDEA: The IEP. https://www.y Barrio, B.L., Miller, D., Hsiao, Y., Dunn, M., Petersen, S., Hollingshead, A., & Banks, S. (2017). Design 114-119. Cheatham, G.A., Hart, J.E., Malian, I., & McDonald, J. (2012). Six things to never say or hear during an Harry, B., Klingner, J. K., & Cramer, E. P. (2007). Case studies of minority student placement in special education. Teachers College Press. [Chapter 7 – Edith’s Case] Nieves, K. (2021). 4 ways students can take an active role in their IEP meetings. Edutopia. https://www Colorín Colorado. (2019). What does an IEP look like for an ELL? https://www.youtube.com/embed/nG width=640&height=360&autoplay=0&vq=large&rel=0&controls=1&autohide=2&showinfo=1&modestbra

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