What's New in Special Ed Land?

I will be piloting an updated IEP Teacher Report Survey Form that each of you receive when a student's IEP meeting is coming up.  The information you leave here is vital for me being able to create an IEP that helps the student make progress in school despite varying disabilities.

What's the same? 

• Rating students on completion of classwork/homework, working in groups/independently/at grade level, etc
• Listing what accommodations are being used and what other accommodations are needed 
• Areas of Strength / Areas of Concern
• Teacher Name/Subject Taught
• Grade in class - this is their letter grade, or P/F, not their grade level, please!

What's new?

• Are there accommodations listed on the current IEP that the student doesn't use or may no longer need?
• Questions related to IEP goal progress - I will indicated which subject areas need to respond, though all can
• This is important because the students are in your general education class, and their goals must be attended to in that learning environment.
• Suggestions for possible goals on the new IEP
• I don't want to just write goals that you are responsible to implement without your say!  I do have discretion on which can be added, because I have to make sure they align with the disability and the identified curricular areas of need per the IEP.  I loved this suggestion from one of the staff and think it will be really meaningful.

Last year, the Special Education Department went through a State Self Review for compliance issues.  There were something like 44 items we as a district were out of compliance with.  One was not having a general education teacher at every IEP meeting, even just amendment meetings; the law says a general education teacher is required to be at every IEP meeting for its entirety.  Another major compliance issue was not informing parents prior to the meeting that a teacher or teachers would be unavailable to attend.  The law says it has to be a "good" reason, and not just that teachers don't want to come.  When that happens, I must send an excusal form home and include teacher reports in advance of the meeting.  This is why it is imperative that I get your feedback on the surveys as soon as possible, and that the language is professional, as the families will be reading over it.  In years past, I gathered that information only for myself to be able to talk about present levels and concerns, and I was able to see through the "teacher speak."  Also, I know it is difficult with my being only 60% on site this year to make IEP meetings happen after school or during your prep, so I am ever appreciative when you can make time to leave class for a few minutes to participate at the IEP meeting.  I am happy to have Allyson step in for that time, or to try and make other arrangements for you to be able to attend.  It keeps us compliant and ensures that parents feel a sense of "team" even if not all members can be present.