Professional Documents
Culture Documents
do with brain injuries and returning back to school after them. The first
about the fact that your present levels, baselines, goals, and SDIs all
need to perfectly correlate. She also talked a lot about how to write
indicated in the present levels and projecting where the student will be
performing by the end of one year. When writing a goal one should
education because the lawyer talked directly about IEPs. She went
presentation really opened my eyes to how serious IEPs really are and
how much I still have to learn about them. It was also really beneficial
to hear about all the aspects of the law from a lawyer instead of one of
our professors.
In-service 2: (8 points)
students IEPs and where to place them. Around this time the teachers
are beginning to find out who their EI kids were going to be and the
best to place these students. The teachers also talked about which
seminars they wanted to sign up for the next in-service they have.
They also discussed a lot about the CBIs that they are planning to go
on. The key points that they focused on were the amount of time and
effort it takes to plan them. One of the things they mentioned was that
they need to make sure that the bathrooms in the community have
out a long lesson plan for the CBIs that they plan on going on. The
that process because those outings into the community require a lot of
planning to go into them. However, they believed that the format they
wanted them to use was too long and detailed and was taking their
time away from more important things they could be working on.
Another thing that was discussed was that they need more time
allotted to their prep time. All the teachers agreed that they
revising and editing their students IEPs. The last thing they discussed
was how to handle the paraeducators that are in their classroom. This
really covered during our classes at KU. It was comforting to here that
even my co-op and her colleagues were struggling with it as well and
situations.
In-service 3: (8 points)
This in-service was similar to the previous one where all the
then the rest of them and the teachers only met for about thirty
minutes. One of the discussions they had was how they should go
They talked about how many hours they needed to complete and
where they were supposed to upload these hours after they completed
them. They also discussed their CBIs again. The teachers all
brainstormed what was the best way to go about writing the long
One of the points that they discussed was the fact that they dont
think they should be forced to go on the CBI trips. The autistic support
teacher was telling the rest of the teachers that she believes it is not
beneficial for her students because they are much more high
functioning then usual and already have the functional skills to go into
the community.
Upcoming in-service (8 points):
experience one of the things I would most like to learn more about is
can better prepare myself on what school districts are looking for. I
would also like to learn about any major tips they have when it comes