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As a general teacher can we ask for the IEP draft to review, if they haven't been given during the meeting?

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How do I tell the parent that the student started the year as a hard worker and focused. Now the student does nothing and participates even less.

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As a semester teacher, is it appropriate to attend an IEP meeting for a student that I don’t have but will have the following semester?

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Would it be possible to get a paper that explains the different acronyms found in an IEP form? 

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Would it be possible to get a paper that explains the different acronyms found in an IEP form? 

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Do Learning Services have a accommodation sheet for general education teachers to sign and validate that snap shots or accommodations have been given?

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As an “encore” teacher, I have semester classes. Becuase of this, I did not get all of the information about my students that are on IEPs. How do I go about getting that information without upsetting the case manager?

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Homeroom teachers usually get IEPs at a glance.  Sometimes as a reading or math teacher I don’t always know a child is on an IEP.  How can we get those to all teachers working with a child on an IEP because we don’t always know to ask?

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Why are teachers not asked about the student strength and area of concern before an IEP meeting?

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What resources do we have other than our DI programs to reach our students who have IEPs? I know that many of my students have greater needs than what those cover.

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How are the specific IEP goals set for the students plan? What specific data measurement is being gathered with validity in there current academic performance?

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Why are meeting members in attendance not required to sign the final IEP document?

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What is the SPED process for students who need other skills than academic needs? How do we go about the process and/or is there a process for getting these students more help?

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