FAQ's
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IEP
How do I write an IEP?The good news is that as a general education teacher you won’t be responsible for writing an IEP. The writing of the IEP will be done in a multidisciplinary team meeting. The special education teacher will often come to the meeting with a draft or ideas of the goals the committee suggest for the students.
What should I do to prepare for an IEP meeting?
Elementary:
As the general education teacher is it helpful to gather information about the current academic function of your student. Bring in sample assessments you have done with all your students and be honest about how the student with special needs is performing in the class. Bring in samples that include writing, reading, math, and work in science and social studies, if appropriate. Have more than one assessment in the area of weakness for that student. (If you’re not sure what academic concerns will be discussed at the meeting, ask the special education teacher). Also bring to the meeting a few samples of work that show some of the students’ strengths so that the team can get a well-rounded picture of the child.
Secondary:
As discussed above, try to bring samples of the students’ work that show strengths and weaknesses. You will have time to show only a few samples, so don’t bring too many. Also, bring a copy of the students’ grade and information about any missing assignments and behavioral issues during your class. You might not know how your student with special needs is doing in the other classrooms. That is okay, you are responsible for discussing the student’s performance in your class only.
Both:
As always, be sure to hit all the positives first when explaining to the committee how the student performs in your class. Remember, it’s likely the student’s parents will be at the meeting. You don’t want to alienate them by focusing only on the negatives.
Bring any anecdotal notes you have been taking about the student’s performance or behavior. Also, bring any notes you’ve taken when communicating with other teachers or service providers about this student.
Be sure that you understand the student’s needs and abilities as you go into the committee meeting. Know whether or not specific accommodations, such as extra time for assignments or oral reading of tests, should be made for this student, and make sure you’re providing them. Do NOT say you don’t have time or can’t provide required accommodations. If it is in the IEP you must provide the accommodation..
Jot down your thoughts about how a student is doing with the required accommodations or if a student is choosing not to use those accommodations. If you have other accommodations that you could recommend, bring information about these to the team.
If you have attendance or tardy records bring those in case class attendance is discussed in meeting.According to the law, an IEP must include the following statements regarding your child:
- His or her present level of educational performance, which could include information concerning: academic achievement, social adaptation, prevocational and vocational skills, sensory and motor skills, self-help skills, and speech and language skills;
- Specific special education and related services to be provided and who will provide them;
- Dates for when the services will begin and how long they will continue;
- Percentage of the school day in which your child will participate in regular education and special education programs;
- Annual goals;
- Short-term instructional objectives (individual steps which make up the goals);
- Transition plan, when applicable; and
- Appropriate objective criteria and evaluation procedures to be used to measure your child's progress toward these goals on at least an annual basis.