evidence: In my school we’ve started adding a collaboration and consultation time into the IEP. Because that is such an important piece and often general education is trained to move a group and so sometimes that concentrating on a piece that is very specific to one child isn’t exactly their focus, whereas for special ed it’s our focus. And so having that consultation time to talk about that one child gives us the ability to help them understand how it’s going to play out in general education, making sure they understand there is still the expectation for growth in that classroom. That child is still their child. And helping them make sure that the instruction is applying to how that child learns specifically and where their strengths are, which in the special ed setting we’re better able to find out because of the smaller groups and being able to really tailor to what that child really needs. And having that time to meet with them and say, "OK, well what are you teaching?" We can even give them ideas. "Well here is a visual that really correlates with that. [...] The student’s communication needs, and when the student is deaf or hard of hearing, the student’s opportunities to communicate directly with peers and teachers as well as to receive direct instruction in his or her language and communication mode. [...] Discuss concerns of parents or school personnel about the student’s behavior and its effects on the student’s learning during an IEP meeting