IEP_Script

Script by Adda and Robyn


 * Characters: **
 * Psychologist **
 * Administrator **
 * Parent or Parents **
 * Nurse **
 * General Ed Teacher **
 * Special Ed Teacher **


 * Administrator: ** I will like to start by thanking everyone who is here today. This is an initial IEP for Paul who is a 3rd grade student and is not showing adequate progress in Language Arts. We are here to determine whether Paul has a disability and requires special education and related services, and if so determine what services will meet his needs. Let's start by introducing ourselves. We will start on this side of the table.

//At this time everyone will introduce themselves.//

Mr. and Mrs. Rodriguez, did you receive your copy of "A Paren'ts Guide to Special Education Services?"


 * Parents**: Yes, we did.


 * Administrator:** Good, do you have any questions about your rights?


 * Parents:** No, not at the moment.

I would just like to remind everyone present that all information discussed in this meeting is confidential and will only be used to help Paul receive the best education possible. I think we are ready to begin. Mr./Mrs. (School Psych.) will you please start with your report.
 * Administrator:** Okay, well, feel free to ask questions at any time throughout this meeting.

CURRENT FUNCTIONING: Paul is a bilingual speaking child who lives in a home where both English and Spanish are spoken. According to the district standards, Paul is currently a level 3 in his English Language Development (ELD), which is adequate for a child his age and grade level. English language skills as a whole are below the average range of ability, while Spanish oral language skills are far below the average range. RELATIVE STRENGTHS: Areas of relative strength includes his ability to solve logical word problems in both languages, listening comprehension in Spanish only and English vocabulary skills. AREAS OF NEED: There appears to be a need in picture vocabulary in either language along with auditory sequential memory. Oral vocabulary skills, which measure the knowledge of word meanings, are limited in Spanish. Listening comprehension skills in English are also inadequate. Paul’s language profile is typical of a second language learner, with strengths and weaknesses in both the primary and secondary language. Impact: Comprehension weakness will impact an individual’s ability to accurately process and interpret classroom lessons presented orally. Poorly developed vocabulary skills will interfere with the comprehension of grade level materials. RECOMMENDED SUPPORT: Continue with English language development lessons. Encourage Paul to read for pleasure in order to increase vocabulary skills. New information and directions need to be presented visually with visual cues whenever possible. Check for understanding regularly.
 * Psychologist: ** Sure and thank you. I will begin with …


 * Administrator: ** Thank you Mr./Mrs. __(School Psych.) for your report we will now listen to Mr./Mrs.__(Spec. Ed. Teacher).

CURRENT FUNCTIONING: Paul reports that he enjoys school and feels fine about it. All projective tests resulted in typical themes. As an example, when completing sentence stems, Paul indicated he sometimes hates lions, that he would take his kids to Disneyland if he were a parent and that when he is in trouble he is shy. STRENGTHS: Paul is an endearing young boy who always appears to be happy. He is a friendly, outgoing youngster who has a history of positive behavior in school. His classroom teacher reports Paul has great focus and effort in the classroom. AREAS OF POSSIBLE CONCERN: Paul’s mother reports that he struggles to sustain his attention during homework and reports concentration problems. In order to measure the significance of the behaviors observed, behavior scales were completed by teacher and parents.
 * Special Ed Teacher: ** I am beginning with

The specific scale used measures oppositional behaviors, cognitive problems/inattention, hyperactivity and gives an overall score indicating the probability of attention problems. The scale completed by Paul's parent resulted in low scores in all areas indicating that they are not areas of significant concern. The scale completed by the teacher resulted in low scores in all areas with exception of cognitive problems/inattention.


 * Administrator:** Thank you for your report Mr./Mrs. (Spec. Ed. Teacher). Does anyone have any questions about the report we just listened to?


 * Parent:** So my son doesn’t have any problems with focus and attention?


 * Special Ed Teacher:** Not at a significant level that would impact his learning.


 * Parent:** Oh, it doesn’t seem that way at home since he never pays attention to what we tell him to do.


 * School Psychologist**: I understand what you are saying, this is a very common complaint from parents. Does it seem to you that it is most common for him not to follow directions when he is playing a game or watching TV?


 * Parent:** Yes, it is usually when he is playing his video games I have to call on him over and over again.


 * School Psychologist:** This is very common in most children. If Paul had a problem with focus, his scores would have been significantly higher on the test that Mr./Mrs__.___(Spec. Ed. Teacher), gave him.


 * Administrator:** Thank you Mr./Mrs. (School Psychologist) for the explanation. Do you have any futher questions Mr./Mrs._ _ (parent)?


 * Parent:** No, thank you.


 * Administrator:** Mr./Mrs. (School Psychologist) will you please present the Reading Evaluation?

Standard Battery Standard Score Letter-Word ID 68 Reading Fluency 64 Passage Comprehension 66
 * School Psychologist:** The following are the results of the Woodcock Johnson III NU Form A:

Paul appeared to read passages very slowly and had difficulty identifying missing words. Overall Paul’s reading level is below average.

60/95 and 76/95 from the last two unit assessments. In the reading comprehension the scores are 3/10 and 5/10 which indicate that he did not pass. His improvement is very limited and it is not approximating mastery which is our goal for all state standards. This is why I am very concerned and why I asked that he be assessed.
 * General Ed Teacher:** In class my observation is that Paul is able to recognize cause and effect relationships in a text. He can follow two step written instructions. He has difficulty applying knowledge of basic syllabication rules when reading. He is definitely not reading at the same level as 3rd graders read. His Open Court Fluency scores are as follows:


 * Administrator: ** Does anyone have anything to add regarding Paul’s reading evaluation?

//Everyone says no.//


 * Administrator:** Thank you we will now continue with the area of writing.


 * School Psychologist:** The following are the results of the Woodcock Johnson III Form A:

Standard Battery Standard Score Spelling 72 Writing Fluency 69 Writing Samples 67 Broad Written Language 69

Overall Paul's Written Language was low for a student in his grade level at the time he was tested. Do you have anything to add about his writing level Mr./Mrs. ___(General Ed Teacher)?__

Here are the scores from his last Open Court Assessment base on a rubric 1- : Checking Skills: 4 Spelling: 2 Writing Applications: 2 Writing Strategies: 1 Writing Conventions: 1
 * General Ed. Teacher:** In writing Paul has difficulty revising original drafts to improve sequence and provide more descriptive details. He has difficulty distinguishing between complete and incomplete sentences. He has difficulty spelling frequently used irregular words correctly.


 * Administrator:** Thank you Mr./Mrs. (General Ed. Teacher). According to the test score that were just presented does everyone agree that Paul is definitely in need of assistance in the area of writing and in reading.


 * Special Ed. Teacher:** I definitely agree just by looking at the scores I feel that Paul would benefit from receiving extra help from me in a small group setting or just one on one.


 * Parent**: What do you mean by small group setting and by working with you? Are placing Paul in a Special Ed. Class?


 * Administrator:** What I think Mr./Mrs. (Spec. Ed Teacher) is trying to say is that Paul is a good candidate to receive extra help as a resource student that will remain in his General Ed. class. Am I correct Mr./Mrs. (Special ed teacher)


 * Spec. Ed Teacher**: Yes, I have a group of students that are in a similar situation as Paul that I see everyday to help them either in their classrooms or in my classroom in a small group. I am the resource teacher.


 * Nurse:** Excuse me please don't forget we still need to do the health report.


 * Administrator:** Oh yes, thank you Mr./Mrs. _(school Nurse). We will continue our discussion about helping Paul after we are done with his health report. Mr./Mrs. _(school Nurse), please continue.

Normal Developmental Milestones. Under the care of Dr. Rodriguez, MD. Parents are concerned about child’s academic progress, especially in Math. Health History, no significant serious illnesses, injuries, accidents or hospitalizations. No current medications on a daily basis. No family history of health problems or learning disabilities. Health Assessment: Height: 95% percentile and Weight: 95% percentile. Vision: No defect noted. LAUSD Audiometric Screening: Passed screening on 11-18-08. Last physical examination in June ’08, well child. In conclusion Paul is a healthy boy that does not have any health problems at this time that may interfere with learning.
 * Nurse:** This Health Assessment completed by me on March 07, 2009. Health history per mother and father. Pre-natal, Birth and Neonatal Periods all uneventful.


 * Administrator:** Thank you for the health report. It seems that Paul's academic problems are not due to a health issue, so let's continue with our discussion about the best way to help Paul.


 * School Psychologist:** I agree that Paul would benefit from receiving additional help from the Resource teacher.


 * General Ed. Teacher:** I also feel that the extra help could make a difference. I am willing to work with the resource teacher to help Paul.


 * Administrator:** According to Paul's assessment results, and the unsuccessful intervention strategies that have already been attempted in the classroom, it seems that Paul does have some type of learning disability. Paul's cumulative records show good attendance, and consistant instruction in all academic areas, and his issues do not seem to be due to a lack of English proficiency, so Paul is eligible for special education. Mr./Mrs. (Special Ed Teacher) what services do you feel would be of the most benefit to Paul?


 * Special Ed Teacher:** In the area of reading and writing Paul will receive 1 hour a day of additional support from me in the general education classroom and in small group as needed.

//Everyone agrees.//


 * Parent:** I was not sure about what you were going to decide, but I am happy to know that Paul will remain with Mr./Mrs.(Gen. Ed. Teacher). I do appreciate the time you have taken to see what Paul needed. Thank you.


 * Administrator:** Since we all seem to agree we will start with resource services next week. Let's take time to look at the goal that the resource teacher has set for Paul and make sure that we all agree that they are appropriate. We will revisit Paul's IEP next year when he is in 4th grade to see if he has made adequate progress.


 * Parent:** Thank you very much, I am sorry but I have to leave because I have to get to work. (//Parent stands up and starts heading towards the door//).


 * Administrator:** Thank you for joining us but before you leave we would like to print a copy of Paul's IEP for you. You will need to sign it as well as signing on this form to show that you were present at this meeting. We also have a "Parent Input Survey" that we would like you to complete and return according to the directions on the survey.
 * Parent:** Thank you.

//Parent walks out//


 * Administrator:** Thank you everyone please sign here to show that you were present//.(Administrator points to sign-in sheet with a pen//) What are we doing for lunch?