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Please Help Me Reframe My Mindset

This IEP will help John progress through the rest his school career with his education catered to him. Teachers will be meeting him at his level, and bridging the gaps. He will be able to see success instead of vast frustration, and be able to start a growth mindset instead of fixed.

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There will be scheduled meetings a couple of times of year to include all parties, but usually all of the experts find their individual times to meet with another individual partner when their schedule allows. Parent teacher conferences is usually a great time that is set aside for all staff to be available to meet.

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Blue Colorful Animated Illustration Simple Machines Presentation

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Check out this presentation designed by Haley Jensen.

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At this IEP meeting the Case Manager, General Education Teacher, Special Education Teacher, ESOL Specialist, School Psychiatrist, Translator to support the mom, reading, and math specialists will attend and contribute to forming IEP. John was a level 2 ELL student. Each of these goals help close the gap between John's abilities and grade level expectations. They also build reading and math foundational skills.

Glassman, R., & Tredinnick, J. (2022, May 8). Preschool Special Education Goal Bank [Slides]. Teacherspayteachers.Com. https://www.teacherspayteachers.com/Product/Preschool-Special-Ed-Goal-Bank-of-IEP-Goals-and-Objectives-Editable-5859320

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John Doe (real name not given to protect confidentiality) is an 8 year old, third grader who has gone to the same school since Kindergarten. He has been an English Language Learner for at least 4 years. Mom claims he does not know Spanish or speak it at home, and only speaks English, however, mom does not speak any English and only speaks Spanish. So his true native language is unclear. He has an older sister in high school who is bilingual. He lives in a economically disadvantaged area of a suburban county.

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Colorful Social Virtual Communication Discourse Presentation

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Check out this presentation designed by Haley Jensen.

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1. Family life: Mom does not seem to comprehend discussions held in native language, so there is a possibility of family history of mental illness or disabilities. Dad is also not involved. John Doe provides different stories for what happened to dad consistently.
2. Economics: He is a student that is identified as economically disadvantaged.
3. Language: Home language is unclear because of contradicting reports from student and family.
4. Social: He has a large circle of friends, but often is not able to completely contribute to the conversation on topic. He seems to be emotionally immature. He creates a lot of fantasy stories like a younger child would.
5. Previous Interventions used and results, which are attached above.
6. Motivation: He is eager to please and aims to be successful. He is very disappointed in himself and the situation when he is not able to master or understand a skill.

The appropriate assessment and diagnostic instruments must be legally decided by the school psychiatrist.