D231 - IEP Simulation Reflection

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Western Governors University *

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D231

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Management

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Jan 9, 2024

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Uploaded by CommodoreSteelHerring34

Task 2: IEP Simulation 1. Throughout the simulation, I gathered and used feedback from stakeholders to inform decisions about Angela’s current performance in the classroom and plan for her future goals. During introductions, I gave each stakeholder the opportunity to speak about their feelings on how Angela’s school year has been going so far and welcomed any questions or concerns they had about her current progress in the general education classroom. For example, Angela’s teacher Mr. Moore described her strengths in the classroom and was able to express his concerns over her ability to comprehend what she was reading and her deficit in coping skills when presented with challenging tasks. In addition, I feel that I took Angela’s mother’s concerns into account when planning for the services she would be receiving. I took the time to explain what the scores presented meant and how they would be addressed moving forward. Before closing, I was sure to check for understanding and comfortability with all stakeholders, including Angela, who expressed that she would be comfortable with the newly implemented services and they would be attainable for her. 2. I would improve my approach to gathering and using collaborative feedback for future IEP meetings by better ensuring the academic language used in testing is thoroughly explained to those who may not be informed such as Angela’s mother. I am not sure that she fully understood what the scores meant, so I would like to be better prepared with explanations of those scores presented in a way that she would understand. 3. To manage conflict during the IEP meeting, I tried to be sure to ask throughout if there were any questions or concerns before moving on to another point. I wanted to be sure that everyone got the chance to speak and to also ensure that Angela was comfortable and involved in the process. Angela’s mother showed some concern over the frequency of updates she would be receiving in reference to Angela’s progress. I took her concerns into consideration and increased the frequency in which she would be updated from concurrent with school report cards to twice per month (every 2 weeks). 4. I would adjust my conflict management strategy by first asking Angela’s mother what frequency of progress update she would be comfortable with before assigning a frequency on my own. This would give Angela’s mother the chance to have a voice in Angela’s academic plan. 5. I believe that my greatest strength in this simulation was my ability to give all stakeholders the chance to have a voice in the process, especially Angela. I wanted her to have a say in what was going on and did my best to ensure that the processes moving forward were in her best interest and did not overstep what she would be comfortable in implementing. I believe that my greatest opportunity for growth would be to thoroughly share how the implemented services would help Angela reach her goals by providing specific examples of tasks she would be doing and how they would improve her reading and writing overall. 6. I am involved in IEP meetings regularly through my employment but have never facilitated one on my own. Before the simulation, I felt nervous about

being the leader of the PPT meeting, but comfortable enough with the IEP process to get through it. Moving forward, I will be sure to be fully prepared for IEP meetings and present information in ways that all stakeholders can understand. After the simulation process, I know that as the leader of the meeting it is up to me to set a tone of collaboration and ensure that the best interest of the student is at the center. Data samples and thorough plans of future process are of most importance to ensuring student success moving forward.

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