# data[].attributes.body
In our discussion with my partner over zoom, we had a little trouble with role playing with the lack of experience that they both of us have had. We talked about some of the aspects of what we know about IEP and IFSP and what they could potentially mean in our classrooms but both of us just haven't experienced a meeting or setting up IEP or IFSP yet.

We went over a list of what meaningful conversations would be like in these meetings and potential topic areas that we would cover in the meeting. I have not experienced being in a IEP meeting but I remember during school teacher preparing for them and having them before class started. Something that we both said was we want to "work with strengths in the meeting more than focusing on concerns". In time, I am sure that me and my partner will have better understanding of IEP and IFSP meetings!

# data[].attributes.body
Tier One: The universal level that can be used with all children talks about ways of accommodating for all the children in the classroom as well as making sure that the environment the children are learning in is DAP. The children coming into the classroom should be able to know what is off and on limits in the classroom like what centers are open today? Where do we line up to leave the classroom? A big thing that we need to ask ourselves as early childhood care providers or educators: “how can the children be successful in the environment that we are providing for them?” We can start by helping with social skills like “how to play with others, how to share with others, and how to communicate to our friends that we don't want to play with them anymore?” That goes along with tier two/three of how to communicate with our friends/adults when something is happening and we don't like it? How can we work through the issue?

Tier One Example: An example of making sure that our classrooms are developmentally appropriate for our age group that is going to begin learning in the environment that we provide for them is to make accommodations based on their age/learning. A DAP example, we can provide is book shelves that are accessible to the children as well as shelves of mulipatives. Also providing desks and chairs that fit the age group that we are going to be educating.

Tier Two: The secondary level talks about children that might need a little extra support and what they may need more or less of. In this second level, small group work can be introduced. Small group can be when a child in the classroom is having a harder time communicating with his or her peers and needs a little extra support with friendship skills. Small group work can also be when an issue arises in the classroom and children need help working through that issue instead of creating bigger issues.

Tier Two Example: An example of when working with the secondary level is when a child might need help asking for help. We want our learning environment to be a safe place for our children and have the children feel comfortable enough to come to us when they are needing something. Establishing that it is okay to ask for help and giving the children that might have a harder time asking for help with an issue or ideas for when playing. Providing scenarios and words for the child to use when in a conflict with another child or when wanting to play with something new.

Tier Three: In tier three, it can be considered as an individualized level for working with children one on one. Helping children with challenging behavior that might be happening in the program/classroom. The individualized process can be finding out the function of their behavior. What might be causing this child to act out? What can we do to change our environment for supporting behavior? We can bring in books/ watch videos of day to day routines that all the children can relate to and watch how others get ready for school or bedtime. Also what are some new skills that we can teach them for communicating to adults and their peers? Like when asking for help or asking to play with a friend.

Tier Three Example: An example for when working with children that may have a history of challenging behavior, bringing in new books/videos for the child to look at and read along with. Bringing in books to read to the child or the classroom about everyday routines that happen before/during/after school for this individualized child. Let the child relate to the books or maybe learn something new from the videos provided about “getting ready for school” or “going outside for recess”. We want them to learn ways of communicating instead of using their challenging behavior to communicate.

# data[].attributes.body
My partner and I met over zoom. Neither of us were great with role play. . .we ended up having a conversation about the task at hand and what we would say and do. I had printed out a sheet that had tips on having meaningful conversations in these meetings. Those were helpful to discuss. I have had numerous students with IEP's but they had them before coming to me, so I had never been apart of the initial process. I did have experience being apart of IEP meetings though which was helpful to talk about in our discussion. I am not at all familiar with IFSPs so that was apart of our discussion too-what we have learned about those thus far and how we would use that knowledge if needed in the future.

# data[].attributes.body
Tier tier-1 it talks about making sure you have an environment that supports and helps your children grow and reach their goals that are needed. These can be basic behavioral skills social-emotional skills that are vital to young children.

Tier 1 example, A head start teacher has pictures on the wall of emotions This helps the children distinguish what they are feeling if they are angry they will point to the mad face if they are feeling happy they'll point to the smiling face the teacher can then talk with the child about their feelings. this helps young children build their social-emotional skills.

Tier 2, talks a lot about children who need extra help or more support inserted in areas of development.

Tier 2 example, The second-grade teacher Separated her children into groups for reading. There are 3 groups Group 1 group 2 and group 3. Group one it's are students that can read without any help. Group two is a group that needs very little help. And group three are the students that need that extra push and extra help to get going. By dividing the students the teacher will know which group needs more help. Remember it's important to never tell children how they are being grouped as you don't want them to Signal out other children.

Tier 3, Talks about helping individual children with behavioral issues this is a more one-on-one process to help children.

Tier 3 example,

Johnny is a 5-year-old boy with autism, Johnny often gets angry when he is overstimulated. Johnny's teacher Kimberly has different strategies to help Johnny with his behaviors. Scratching number one is having him take a step back sit down and take a deep breath. Another strategy Kimberly uses with Johnny is Fidget toys as it helps distract him and calm him down before bad behaviors arrive. It's important when we have children like Johnny and her classroom that we use good communication skills and are able to know children's cues. knowing your children and your classroom is ideal for knowing what works for each one what may work for one child does may work for another.

# data[].attributes.body
Role-play scenario

A co-worker and I row played the following scenario:

Imagine that the child care director, based on her own observations and that of the teacher, has already had a conversation with the parents about the child’s developmental concerns. The purpose of the role play is to practice describing the screening and referral process to parents in a way that the parent understands.

I will play the role of the teacher and my coworker will play the role of the parent Our hypothetical child will be named Johnny he will be three and a half years old.

(Miss Johnson is a single mother and 25 years old, Johnny is her first child).

Teacher: Good afternoon Miss Johnson how are you today can I have a few moments of your time to talk about Johnny.

Miss Johnson: Yeah sure of course what's going on.

Teacher: I'd noticed Johnny may be falling behind some of the other students in the class as I am worried he is not progressing to the state where he should be at this age.

Miss Johnson: Oh? What do you mean?

Teacher: When doing Circle time Johnny is asked to sit down but instead wanders off and does his own thing. Johnny doesn't like to interact with the other children as much as other children around his age.

Miss Johnson: I see, I believe he will catch up Johnny really likes to act dumb as you know he's still a baby.

Teacher: I know Johnny is still your baby but we have to remember next year he's supposed to move up to the preschool section. I want to get Johnny as much help as we can to make sure he's ready to have you noticed anything concerning he might do at home?

Miss Johnson: Not that I can think of but he doesn't like loud noises Berry much it freaks him out and we both know that he is a very picky eater I think it's a texture problem.

Teacher: Have you ever considered getting him tested?

Miss Johnson: Tested? What for?

Teacher: I'm worried and concerned that Johnny may have some developmental delays. I love having Johnny in my classroom but I feel he needs extra help, if we can pinpoint his issues we can get him the help he needs now early before he goes to preschool next year.

Miss Johnson: Well I do want to make sure Johnny is okay and does good in school next year I am a little worried about his speech because I feel it isn't where it should be. At home, he baby talks a lot and only ever uses one to 2 words.

Teacher: I'm so glad you're willing to listen and help out your child I can help you along the way with whatever you need we have great resources here in the town.

Miss Johnson: Oh really?

Teacher: Yes we have so many great things from speech therapists to Mommy and Me groups Even online support groups all the staff at the daycare are always here to help you if need be we can help Johnny get on an IEP or an IFSP for preschool I believe Johnny will do great things and accomplish so much with the right help.

Miss Johnson: Thank you all so much I'm glad you really look out for my child.

Teacher: All right Miss drugs and you have a good day let me know what you find out and I will send you the information to those support groups if you need it I will talk to you tomorrow have a good night.

Overview: I feel role-playing this scenario was a good way to practice talking to parents about their children. I feel when it comes to talking with parents it can sometimes be difficult or scary. I feel you should always be confident, positive, and present yourself when speaking to parents. When addressing a child's issues that may be concerning be sure to aware parents of the problem as soon as they happen. talk to parents about different ways their child can get help or the problem helped.  more than often parents want to help their children too so they will cooperate. We want to make sure we address developmental delays can a child early on so the teachers and parents can get the help they need for their child.

# data[].attributes.body
In tier one they discussed making sure the environment is helping you and your students reach their goals and be successful each day, teaching basic social and emotional skills, etc. Our upper elementary teacher uses a virtual program called Rusty May every day. This program helps students learn to manage and react everyday problems and feelings.
Tier two is for students who need a little extra support learning certain skills. She discussed having targeted conversations with small groups.  Again, our upper elementary teacher uses a strategy called "teacher talks" where she take 1-3 students at a time and has targeted conversations  to help solve any problems that may be happening in the classroom, with their peers or to just strengthen some social emotional concepts they have been working on.
Tier 3 is an individualized process for students who need extra support to work on challenging behaviors. The strategy that stuck out to me was prevention strategies. Trying to stop the behavior before it happens (doesn't always work) but can be helpful. Once you get to know your students well, you can identify their triggers and arrange the environment or schedule to try and prevent the behavior. One year I had a student who would have meltdowns, the guidance from his psychologist was to allow him to have these meltdowns. . .we had to clear out the classroom and keep him safe while he destroyed the classroom. These meltdowns happened less and less, once everyone on his team learned how to better communicate with him and what triggered this behavior. We arranged his schedule, the environment and did what we could to prevent the behavior.