ECS 590 -Topic 6 DQ 1
IEPs are reviewed annually and a new statement of present levels of performance is created with each IEP review to reflect the student’s most current performance levels. Teachers have the responsibility of ensuring that families have input into the new present levels of performance. What are some ways of handling discrepancies between parent observations of the child’s performance and the teacher’s observations? What are the challenges and benefits of having differing opinions when it comes to writing new goals for the child
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DQ 1 for ECS 590 -Topic 6
IEPs are evaluated once a year, and with each review, a new statement of current levels of performance is generated to reflect the student’s most recent performance levels. Teachers are responsible for ensuring that families are included in the new current performance levels. What are some strategies for dealing with inconsistencies between parent and teacher assessments of a child’s performance? When it comes to setting new goals for the child, what are the obstacles and benefits of having different perspectives?
