Ideally, this would occur during the initial or periodic IEP meeting.
Usually all stakeholders are present at these meetings, and it helps to
know how all the professionals will interface and support each other in
achieving the educational goals for the student. One caveat - If
specific requested services or accommodations are not in the IEP, they
do not and should not be done until another IEP review is conducted.
Essentially the IEP is a contract describing what educational services
will be done and describes the accommodations. But it also has a
limiting effect, if it is not in the IEP it doesn't happen.
Dennis Hollingsead
Executive Assistant
Office of the Provost
Andrews University
Berrien Springs, MI 49104
269-471-3404
hollings@andrews.edu
-----Original Message-----
From: School Library Media & Network Communications
[mailto:LM_NET@LISTSERV.SYR.EDU] On Behalf Of Suzanne McRae
Sent: Thursday, January 24, 2008 6:52 AM
To: LM_NET@LISTSERV.SYR.EDU
Subject: Question about our role as LMS
Hello,
I am a middle school librarian for grades 7th & 8th. I was recently
observed, and one of the areas that needed improvement was to know the
students' learning needs. For example, he said in the planning stage
before the lesson I should have got together with the teacher and have
gone over all the students' IEPs, and adjusted my lesson accordingly.
Is this something you all do? I never did that before b/c I didn't
think it was my job. However, if he is right I will move forward. I
just wanted to know your opinion first.
Thanks.
Suzanne McRae
Suzanne McRae
Library Media Specialist
Chestnut Ridge Middle School
crlibrary@yahoo.com
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