First Day of School

A. Domain IV: Rights and Responsibilities
Time Spent: 7:30-4:15
Order of Events
Bfast duty with Mrs. Schick
Help students get to class
*"D" in our room instead of gen. ed
Go over testing procedures
OHio Word Test
DRA: Developmental Rdg Asmt.
San Diego Rdg.
Observational Survey, w/ "Stones"
Copy DRA
Cockroach in Bathroom
Copy IEP Materials "marigold"
Help Coop write IEP's "S"
Afternoon: Start testing
"D" eyes hurt, stayted up all night watching Full House
"C" sis: Bailey, w/ mom next week, bed at 10, tired, Mohawk, visited Alabama, KY, 2 rabbits, dog.
"M" skinny
"Dl" KY, use to have Germ shep, 7 cats, mom secr., brown hair-blondish top, Struggles w/ comp/writ/P.
"J" met her, transfer from different school
"Cs" good retell
"R" pink glasses, good reader

B. Elaboration of Significant Episode
Today I was given a better picture of how to write IEP's. We have 2 students that are in the qualification process for special education. There initial meetings will be soon. My teacher and I worked on filling out the written notification for the case conference. I read through their hard files and the test results. We had to find a time for the meeting that will work for the special education teacher, parents, principal, general education teacher, and psychologist. My coop and I went over the schedule for IEP review, every 3 years for re-testing. We went over IQs, types of testing: Stanford-Binet and Wechsler. Many of our younger students are making the transition from their first classification as "Communication disorder" to Learning disabled.

My coop started writing goals for one of our new cases. She showed me how to incorporate standards and curriculum goals into 3 goals. Our math goals were:


"S" review will be this December, so these are short-term goals for this semester.
1. Write numbers 1-25 with 95% accuracy.
2. Count to 100 by 1's and 10's with 100% accuracy.
3. Write number sentence for a pictures 2 out of 3 times correctly.

Will be meausred by: daily workshets, tests, written performance and oral perfomance.

Accomodations/Modifications for student:
Reading comprehension tests cannot be read allowed
Read all other tests aloud.
Small group testing used, as needed.
Extended time, up to double time.

C. Analysis of Episode:
It was good this afternoon to start seeing students. Most of them stayed about at the same level over the summer. We got through testing about half of our students. It was intereting and good to learn how my school district does LD classroom testing.

This was a very informative day. It was great that I got to work side by side my cooperating teacher during the IEP writing process. Most other schools that I have been at, I have been in IEP meetings, but have always missed the writing of the IEPs. My teacher gave a lot of guidance especially about writing goals. I have written a mock IEP in one of my past classes, but it seems so different when you are wiriting them for real children. There is so much responsibility when writing the goals, not to set them too high or too low, and they must be able to measure. My coop teacher mentioned that she will have me write the goals for some later IEPs. I am grateful for all the extra experience to practice writing IEPs.