Hey teachers!
Are you gearing up for the back-to-school season?
Prepping your room and schedule?
Sweating caseloads?
Fighting tooth and nail to get support and resources to make the school year a smidge easier?
I’m here today to share an idea I had when sorting through my new caseload this year. Diving into IEPs can be overwhelming. It's hard to 'know the kid' before even meeting them.
Truth right here:
When I first began teaching, I had 14 IEPs (each with at least 35 pages) for my self-contained classroom.
I knew the importance of the document. I was also trying to balance remembering passwords for 8 different district programs. New policies, and procedures of my school and district. I was also trying to survive without any money! I hadn’t worked in 8 months due to student teaching and I wouldn’t get my first paycheck until a month AFTER school started. etc. etc. You get the picture.
Do you think I read those IEPs in-depth and with the focus they deserved?
No.
I skimmed them…if that counts. I couldn’t tell you about each kid. I felt LOST! There was so much info in that pile of paperwork.
I didn’t know where to start or what was the most important thing to focus on.
Have you felt this before? Or feeling this way right now? If so, this workflow sheet will help!
Here’s what I do:
Get a paper copy of the IEP or access a copy of your district’s IEP application. You will also need to print a copy of my FREE IEP Workflow sheet -one per student. Follow along with the pages until it’s filled out – it’s only 2 pages. You can also print on the front and back to make it more organized for you and your staff.
After you complete the workflow, you will have a clearer picture of each student. Allowing you to prepare instruction and support for each child.
- Page 1: Student Name (if there is a nickname be sure to note that). If it’s not in the IEP,y, the parents will tell you on the BTS survey. You can ask during your initial phone call or during meet the teacher.
- It’s also a good idea to track communication with parents. In case there’s an incident later in the year, or you need to reflect back on conversations you have had with parents.
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| Page 1 IEP Workflow |
- DOB Don’t be like me and forget a kid’s birthday. 🙁 Gosh, it sounds like I’m a horrible teacher… but dates are not my forte so it goes on the calendar so I don’t forget! Use my one-page birthday sheet so you can always remember!
- School ID is important for attendance, transportation, computer login meals, and more!
- You need to know Annual Date and FIE date. This helps you plan and prepare for your ‘IEP or ARD seasons!
- Qualifying disabilities. Most disabilities in a low-incidence class are going to be common especially primary and secondary qualifications. I have a AU, speech, OHI, and ID. If you get to tertiary and quaternary disabilities you may not know what they are. (Yes, some of my self-contained learners have 4 disabilities)
- If you have a learner with a unique disability, do some research. Also, ask the parents for information. Then relay the information to your support staff. You aren’t the only one who may not know!
- Instructional code (IA). When transferring between grade levels or schools, the minutes can get a little muddy. Be sure to document their schedule and instructional codes. Double-check that they are receiving all the support they need in inclusion and special ed.
- Does your child receive transportation services? If so, find out the bus number for AM drop off and PM pick-up. Make sure your students are where they need to be. If they don’t receive transportation services, collaborate with parents for drop-off and pickup.
- Medicaid billing. My students receive personal care services during the school day. We bill for Medicaid funding. I don’t want to skip over a student that can receive Medicaid funding. Although our coordinator would track me down if I wasn’t billing! Yay for checks and balances.
- Page 2: I list all related services the student receives. I want to know who will be coming in to support and service the student.
Now I want to get to know the kiddo…not the ‘legal’ qualifying assessment info! I can do this by reviewing their FIE, PLAAFPs, Accommodations & Modifications. I note the most important info. I include any information I need to clarify with previous schools, staff, and parents.
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| Page 2 IEP Workflow |
- I NEED to know communication methods. At least if they use total communication, a device/program sign, etc.
- Allergies, medical needs, etc. Include everything you can in here. Check with the nurse and double-check with the parents.
- asthma
- birthmarks
- medicine at school
- tactile sensitivities
- needs food chopped or pureed
- drinks only with a straw
- gluten-free
- only eat food from home (lunchbox)
- lactose intolerant-no milk
- doesn’t use utensils
- pockets food
- etc.
- I also include hygiene info here. Is the student independent in the bathroom? Do they wear pull-ups with 15 min timer for potty training? Does the child request bathroom? Do they have an aversion to flushing the toilet? Do they play in the sink and overflow the water? Do they flush items down the toilet? …you get the idea!
- Behavior and BIP. Include as much as you can in here too. Describe what a ‘good moment’ and a ‘meltdown’ might look like for each student. List triggers, and supports to help students during a crisis situation. Talk to parents and previous staff. Read the Functional Behavior Assessment (FBA). Learn about their functions from Behavior Intervention Plan (BIP). See what their most recent progress is with the IEPs and progress notes.
- Likes and Dislikes. This is another NECESSITY. You can’t start the school year without knowing what the student likes and dislikes.
- You can also use a reinforcement assessment on the first day and find out what the student will work for. They usually won’t work unless they get 'paid.' I definitely wouldn’t work if I didn’t get paid (despite how much I love my job.)
Would you go to work without getting paid?
We wouldn't perform our job if we weren't getting paid.
Voila! You dug into the important parts of your child’s paperwork. Copy this workflow sheet and share it with your support staff. More than likely, if you’re overwhelmed with the 35+ pages, they will be too!
Page 3 is a goal grouping sheet. Some of my kids have similar goals. I group the goals together so I can plan my lessons based on similar goals. It also helps align the standards or skills I should focus.
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| Page 3 IEP Workflow: Grouped goals |
After the 1st week of school with the kids, I go back and re-read this workflow. I make notes, answer questions, and document new things I observed that weren’t listed in the IEP. When you have the next ARD, you can include this updated information in the PLAAFPs (or where relevant).
You're killing 2 birds with one stone by getting a new baseline for the PLAAFPs when school starts.
I place the completed workflows in a binder for easy access. Staff can have quick reference of their workflows and IEPs. I also save a digital copy, since it is a fillable PDF. Then my students that return next year already have most of it completed. You could house them in Google Drive, Onedrive, a USB drive, a folder on your computer, etc.
To remember all the upcoming IEPs and FIEs / REEDs I use this one-page IEP overview page. It keeps me organized and on track for the whole year!
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