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What is the purpose of a Team Meeting?

Team Meetings – Short and Sweet: How to Facilitate an Efficient and Effective Team Meeting Colleen Dolan Director of Pupil Services Reading Public Schools. What is the purpose of a Team Meeting?. Team Process.

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What is the purpose of a Team Meeting?

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  1. Team Meetings –Short and Sweet:How to Facilitate an Efficient and Effective Team MeetingColleen DolanDirector of Pupil ServicesReading Public Schools

  2. What is the purpose of a Team Meeting?

  3. Team Process Team including chairperson, parents, teachers, evaluators, administrator, others meets to consider reports and evaluations and make eligibility determination

  4. Prior to the Meeting: • Determine participants • Set goals • Create an agenda • Determine time frame for each component

  5. Homer Simpson Annual Review April 17, 2009 1. Introductions (2 minutes) 2. History: (3 minutes) 3. Team updates: (10 minutes) 4. Parent concerns / input: (5 minutes) 5. Development of IEP: (20 minutes) 6. Meeting summary / next steps: (5 minutes)

  6. Introductions: Members and role • History: • Years in district • Attendance • School-related events: attendance, recognitions, behavioral issues, medical problems • special education history

  7. Team updates: • How does the disability impact the student in your respective setting? • How does the student access curriculum? • NOT a parent conference • NOT a portfolio review • NOT time to relate anecdotes • Parent concerns: • Lead-in to IEP page 1

  8. IEP Development • Present DRAFT • Review Administrative Data • Highlight CHANGES • Service providers: • PLEP A and B • Goals • Services • Meeting Summary

  9. Homer Simpson Reevaluation April 17, 2009 1. Introductions (2 minutes) 2. History: (3 minutes) 3. Evaluations: (5 minutes each / max. 20 minutes) 4. Teacher updates: (5 minutes) 5. Eligibility Determination (2 minutes) 6. Parent concerns / input: (5 minutes) 7. Development of IEP: (20 minutes) 8. Meeting summary / next steps: (5 minutes)

  10. Initial / Reevaluation • Evaluations: • summary and recommendations only • DO NOT report subtests • Consider elements of eligibility checklist • Teacher updates: • Do the evaluation results reflect the child you see in the classroom? • If yes, describe how it impacts access to the curriculum. If no, describe how the child accesses the curriculum. • Speak to primary disability and how it impacts child in the classroom (PLEP-A and PLEB-B)

  11. Eligibility determination • DESE flowchart • Presence of a disability • Lack of effective progress caused by disability • Need for special education: • Specialized instruction • Related services

  12. Disabilities • Autism • Developmental Delay • Intellectual Impairment • Neurological • Emotional • Communication • Physical • Specific Learning • Health • Sensory: Hearing, Vision, Deaf-Blind

  13. Effective Progress • Documented growth in knowledge and skill acquisition including social emotional growth, learning standards set forth in MA Curriculum Frameworks, and district curriculum • Growth according to chronological age, developmental expectations, and individual potential

  14. Need for Special Education • Specialized Instruction: a need to adapt the content, methodology, delivery of instruction and/or performance criteria in order for a student to make effective progress • Related Services: • Speech and Language • OT • PT • Psychological • Audiological • Vision • Mobility

  15. IEP Development • Present DRAFT • Review Administrative Data • Highlight CHANGES • Service providers: • PLEP A and B • Goals • Services

  16. Q & A

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