Question

A sixth-grade teacher has concerns about Becky, a student with special needs who has not been making much progress in achieving the goals in her individualized education program (IEP).

The teacher has followed the recommendations in Becky's IEP and has been consulting with Becky's special education teacher, but the situation has not improved. It is now three months into the school year, and Becky's IEP team is scheduled to reconvene near the end of the school year.

Which of the following best describes the sixth-grade teacher's responsibility at this point?

Answer 1

The sixth-grade teacher should continue following the IEP recommendations but also gather additional information about Becky's learning needs and challenges. They should advocate for revisions to Becky's IEP if necessary.

Step-by-step explanation:

The sixth-grade teacher's responsibility at this point is to continue following the recommendations in Becky's individualized education program (IEP) and consulting with Becky's special education teacher.

However, since Becky has not made much progress so far, the teacher should also consider gathering additional information and data to better understand Becky's learning needs and challenges. This may involve conducting assessments or seeking input from other professionals such as psychologists or speech therapists.

The teacher should communicate these concerns to the IEP team and advocate for any necessary revisions to Becky's IEP in order to better support her learning and progress.