IEP Meeting Role Play
1. Form a group (7-12 people).
Make sure one of your group members has an electronic device to videotape and edit role play video.
2. Identify what role each person will play in role play.
A. The student’s parents/family
(Make sure family sits near student if student is at meeting - to help student feel supported. Determine if student will stay for entire meeting.)
B. At least one general education teacher of the student, if the student is/may be participating in the general education environment
(There should be representative from each general education class that the student is enrolled in
- one of these persons could also play time keeper - must have 1 general educator)
C. At least one special educator
(This person could be in charge of introductions)
D. An administration representative of the school district who is
a) qualified to provide/supervise specially designed instruction to meet the unique needs of students w/ disabilities,
b) knowledgeable about general curriculum, and
c) knowledgeable about the availability of local education resources
(e.g., school administrator, special education administrator)
E. An individual who can interpret the instructional implications of evaluation results
(who may already be a member of the team, psychologist)
F. Others who have knowledge or special expertise
(including related services personnel - Optional)
G. The student (Optional , but whenever possible and deemed appropriate student can participate, especially at the middle/high school level.)
Determine if student will stay for entire meeting.
****And for purpose of documenting role play you will need the following****
H. Videographer (take the video footage and upload it to web)
I. Editor (to edit if necessary, to make sure all the best practice are marked on the video itself and on the descriptor paragraph below the video on YouTube)
3. Visually make your characters identifiable on the video.
Either make a name badge for each character or add headings to identify who is speaking on the video.
4. Identify if you role play the entire meeting or 1 part of the IEP Meeting.
1. Introduction
a. Introductions
b. Purpose of IEP Meeting
c. Review and Agreement Regarding Agenda
d. Probable Length of Meeting; Will All Remain for Entire Meeting?
e. Meeting Guidelines - Ground Rules
f. Statement of Confidentiality
2. Review Assessment Data
a. Review of Assessment Data/Transition Information
b. Normative Testing Results (national, state, or other)
c. Determination of Eligibility
3. Review Previous IEP
a. Review of Previous IEP: Goals
b. Review Previous Objectives
4. Development of IEP
5. Modifications & Services
a. Modifications/Accommodations
b. Services to Be Provided
c. Determination of Placement
d. Assurance of Least Restrictive Environment
6. Meeting Closure
a. Review and Approve Minutes
b. Signatures
c. Closing Questions or Comments
d. Recommendations for Future Meetings
5. Identify all the Best Practices you will model in IEP Role Play. See IEP Best Practices under More Tab.
6. You will do your role-play IEP Meeting for Alex from TPA 1:
Alex is... a 15-year-old boy in the 10th grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a 7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class support for this student.
A. Think about what kinds of evidence would there be of Alex's learning.
B. Based on your role in the meeting what would you want for Alex?
C. What are his strengths?
D. What would you bring to discuss his progress?
E. What does Alex struggle with? Why?
F. What focus do you believe should his education take for the next year?
7. Make a storyboard of what will happen during your IEP Meeting and discuss who will do what.
You can do an online story board or a more organic one on paper. Why? Creating a storyboard will help you plan your video shot by shot. A storyboard can help you identify where you will include all the best practices for your part of the IEP Meeting.
8. Position yourself in a room to do the role play and to set up the video camera.
9. Identify what cues you will use for start/stop...
10. Videotape role play for 5 minutes or less.
11. Edit video if necessary, add any titles to identify characters, IEP Meeting Best Practices, Actors, VIdeo-grapher & Editor.
12. Upload to video to YouTube:
In the descriptor paragraph under the YouTube video screen identify the following:
a. Name the part of the IEP Meeting being Role Played:
1.) Meeting Intro
2.) Review of Assessment
3.) Review of Previous IEP
4.) Development of IEP
5.) Modification & Services
6.) Meeting Closure
b. Actors and Videographer Credits, list the names of all of the people that contributed to making of video.
c. List the Best Practices modeled in video (Written & Spoken List).
13. Review your post and make sure it reflects your intentions.
14. Write a reflection identifying what you learned, identify evidence of your learning and what you still need to learn. Post your reflection on cougar course as well as in your eTPE Portfolio, Week 12 IEP Reflection Forum.
15. Make a link of YouTube video and written reflection to your professional website to show prospective employers what you know about supporting students with special needs.
1. Form a group (7-12 people).
Make sure one of your group members has an electronic device to videotape and edit role play video.
2. Identify what role each person will play in role play.
A. The student’s parents/family
(Make sure family sits near student if student is at meeting - to help student feel supported. Determine if student will stay for entire meeting.)
B. At least one general education teacher of the student, if the student is/may be participating in the general education environment
(There should be representative from each general education class that the student is enrolled in
- one of these persons could also play time keeper - must have 1 general educator)
C. At least one special educator
(This person could be in charge of introductions)
D. An administration representative of the school district who is
a) qualified to provide/supervise specially designed instruction to meet the unique needs of students w/ disabilities,
b) knowledgeable about general curriculum, and
c) knowledgeable about the availability of local education resources
(e.g., school administrator, special education administrator)
E. An individual who can interpret the instructional implications of evaluation results
(who may already be a member of the team, psychologist)
F. Others who have knowledge or special expertise
(including related services personnel - Optional)
G. The student (Optional , but whenever possible and deemed appropriate student can participate, especially at the middle/high school level.)
Determine if student will stay for entire meeting.
****And for purpose of documenting role play you will need the following****
H. Videographer (take the video footage and upload it to web)
I. Editor (to edit if necessary, to make sure all the best practice are marked on the video itself and on the descriptor paragraph below the video on YouTube)
3. Visually make your characters identifiable on the video.
Either make a name badge for each character or add headings to identify who is speaking on the video.
4. Identify if you role play the entire meeting or 1 part of the IEP Meeting.
1. Introduction
a. Introductions
b. Purpose of IEP Meeting
c. Review and Agreement Regarding Agenda
d. Probable Length of Meeting; Will All Remain for Entire Meeting?
e. Meeting Guidelines - Ground Rules
f. Statement of Confidentiality
2. Review Assessment Data
a. Review of Assessment Data/Transition Information
b. Normative Testing Results (national, state, or other)
c. Determination of Eligibility
3. Review Previous IEP
a. Review of Previous IEP: Goals
b. Review Previous Objectives
4. Development of IEP
5. Modifications & Services
a. Modifications/Accommodations
b. Services to Be Provided
c. Determination of Placement
d. Assurance of Least Restrictive Environment
6. Meeting Closure
a. Review and Approve Minutes
b. Signatures
c. Closing Questions or Comments
d. Recommendations for Future Meetings
5. Identify all the Best Practices you will model in IEP Role Play. See IEP Best Practices under More Tab.
6. You will do your role-play IEP Meeting for Alex from TPA 1:
Alex is... a 15-year-old boy in the 10th grade. He had difficulty with the development of his early literacy skills, including the acquisition of sound/symbol relationships and word identification, demonstrated in both his reading and writing. In the second grade, Alex was identified as a student with specific learning disabilities. Since then, Alex has received special education support primarily in a resource room for language arts, while he is included in the general education curriculum. He is able to independently read text at a 7th grade level and continues to struggle with decoding words. Alex also has asthma for which he takes daily medication and occasionally needs to use an inhaler. He is a self-isolating person who does not readily join into whole-class conversations or contribute to group learning situations. His tendency is to sit alone at lunch and to be by himself during transitional time. There is no in-class support for this student.
A. Think about what kinds of evidence would there be of Alex's learning.
B. Based on your role in the meeting what would you want for Alex?
C. What are his strengths?
D. What would you bring to discuss his progress?
E. What does Alex struggle with? Why?
F. What focus do you believe should his education take for the next year?
7. Make a storyboard of what will happen during your IEP Meeting and discuss who will do what.
You can do an online story board or a more organic one on paper. Why? Creating a storyboard will help you plan your video shot by shot. A storyboard can help you identify where you will include all the best practices for your part of the IEP Meeting.
8. Position yourself in a room to do the role play and to set up the video camera.
9. Identify what cues you will use for start/stop...
10. Videotape role play for 5 minutes or less.
11. Edit video if necessary, add any titles to identify characters, IEP Meeting Best Practices, Actors, VIdeo-grapher & Editor.
12. Upload to video to YouTube:
In the descriptor paragraph under the YouTube video screen identify the following:
a. Name the part of the IEP Meeting being Role Played:
1.) Meeting Intro
2.) Review of Assessment
3.) Review of Previous IEP
4.) Development of IEP
5.) Modification & Services
6.) Meeting Closure
b. Actors and Videographer Credits, list the names of all of the people that contributed to making of video.
c. List the Best Practices modeled in video (Written & Spoken List).
13. Review your post and make sure it reflects your intentions.
14. Write a reflection identifying what you learned, identify evidence of your learning and what you still need to learn. Post your reflection on cougar course as well as in your eTPE Portfolio, Week 12 IEP Reflection Forum.
15. Make a link of YouTube video and written reflection to your professional website to show prospective employers what you know about supporting students with special needs.