M5: IEP Role Play
- Alignments: 1c, 7e, 7m, 8m, 10d, 10n, 10q
- Description: Group/individual project. Students choose a scenario and create an IEP agenda, then record themselves playing the roles of IEP team members in an IEP meeting. The role play itself is not assessed; rather, the collaboratively-created IEP agenda, along with individually-developed Preparation (pre-meeting) and Reflection (post-meeting) worksheets, are assessed to determine student understanding and application of collaboration skills.
- M5 IEP Role Play
Performance. The teacher collaborates with families, communities, colleagues, and other professionals to promote learner growth and development.
Performance. The teacher plans collaboratively with professionals who have specialized expertise (e.g., special educators, related service providers, language learning specialists, librarians, media specialists) to design and jointly deliver as appropriate learning experiences to meet unique learning needs.
Knowledge. The teacher knows when and how to access resources and collaborate with others to support student learning (e.g., special educators, related service providers, language learner specialists, librarians, media specialists, community organizations).
Knowledge. The teacher understands how multiple forms of communication (oral, written, nonverbal, digital, visual) convey ideas, foster self expression, and build relationships.
Performance. The teacher works collaboratively with learners and their families to establish mutual expectations and ongoing communication to support learner development and achievement.
Knowledge. The teacher knows how to work with other adults and has developed skills in collaborative interaction appropriate for both face-to-face and virtual contexts.
Disposition. The teacher respects families’ beliefs, norms, and expectations and seeks to work collaboratively with learners and families in setting and meeting challenging goals.
