Thursday has traditionally taken on the role of my planning day. By this point I know what I did and did not cover and have a pretty good idea of what I want to do for next week. Although I haven't collected my planning sheets from all my teachers yet, I can at least start sitting down and creating a rough sketch of what the next week will look like. So I decided, why not start devoting my Thursday posts to planning. This week the focus in on co-planning.
Thursday is also the day that I sit down with my 6th grade team to plan our co-taught lessons for the next week. Over the years, we have developed a form so that we are both aware of what we are teaching and who is responsible for each part of the lesson. Because of this we are now more prepared, and in my opinion the lessons are far more effective.
You can get a copy of my planning sheet here.
I hope you find it as useful as I have!
A huge part of what I do relates to coordinating services for my 18 kiddos. Regardless of whether I'm with them or not, they are still entitled to the accommodations that are listed in their IEP. I have found that coordinating with six different teachers in three grades (for a total of 26 different classes) can be quite difficult. For that reason, I started handing out Scheduling sheets on a weekly basis. These sheet have made it incredibly easy to have at least a little idea of what is going on.
Get the form here!
The sheets are two sided, with one side having space for schedule changes, tests and projects. I also included a disclaimer that I cannot guarentee accommodation for changes or tests I do not know about. On the back is a section for teachers to list the chapters or pages they will be working on. This way, I know where to direct parents if they ask (I also know if they are close to finishing the chapter or not).
Normally I give the teachers their sheet on Thursdays, and I ask for them back by Monday. I made sure to copy the sheets on bright paper, so they could not miss them. Some teacher just give me their lesson plans instead of filling it out. Regardless, they have made a huge difference in my stress level when it comes to scheduling!
One thing I have noticed in my many hours of IEPing (yes, I made that a word) is that many times nobody gets much of anything out of the meeting. Upon talking to some of my regular teacher buddies, I realized that the IEP itself has very little value to anyone but the special education teacher. So what is included in those 24+ pages of mumbo jumbo that is of use for everyone else? I decided that it was time for a guide for those other IEP team members, so that the meeting becomes more than just another reason to miss a prep period.
THE IEP DECODED - Present Levels
One of the first sections of the IEP that is normally reviewed is the Present Levels of Academic Achievement and Fuctional Performance. It is in this section that a clear picture of the student's current abilities is painted.
What's Included?
The specifics of what is included in this section will vary depending on the teacher writing the IEP. Common items include:
- Description of the disability
- Services/Accommodations/Modifications
- Current/past grades
- Test scores
- Current goal progress
- Descriptions of what the student can and cannot do
This section is filled with valuable information for the team members.
Ways to Use This Information
- Description of the disability - This helps you to know what to expect from a student with this diagnosis. Not sure what a specific disability involves? Ask. You don't necessarily need to ask in the middle of a meeting, but make a note to talk to the special education teacher after the meeting. They can help you understand what the disability means, and how it will affect your classroom.
- Services/Accommodations/Modifications - If the student is already receiving services, the special education teacher will most likely include a description of the current state of affairs. Where is the student receiving instruction? What types of adaptations or modifications are being made? Are there any related services being provided?
- Current/past grade - This is pretty self explanatory, but still should be given attention. Especially for students who you haven't had yet, it is always nice to know their past performance.
- Test scores - There are a wide variety of test scores that could be included. Some common inclusions are:
- IQ Testing - An average IQ is 100, with the average range being 85-115.
- Achievement Testing - These types of tests look at student performance on various tasks. Scores on achievement tests are often looked at in relation to a student's IQ.
- Standardized Test Scores - In PA, we have the PSSA tests that students in grades 3-8 and 11 take. Knowing how a student scored on these tests helps to give a clearer picture of the student's abilities on grade level material.
- Current goal progress - If the student is already receiving special education services, current data related to their IEP goals will be included.
- What the student can do - This seems like a no-brainer, but can mean more than meets the eye. When listing what the student is able to do there are often indications of specific levels of achievement. For example, maybe the student is reading with 100% accuracy on a 3rd grade level. This is excellent news if the student is in 3rd grade, no so excellent if the student is in 6th grade.
- What the student cannot do - Normally, when skills are mentioned in relation to what a student cannot do, there will be goals developed for those areas. Goals are a major part of the IEP and knowing these deficits can help you plan your instruction.
The Present Levels section is often long, and involves a lot of numbers. Yet, with the attention on the right items, a teacher can garner quite a bit of useful information. Remember, if you have specific examples of behaviors or skills, share them. It always means more when actual real-life examples are given.
Any other questions about the Present Levels section? Next up - Transition
Sitting through a two-hour IEP meeting last week, my mind started to drift. The regular education teacher I had at the meeting pretty much ignored anything I was saying, and just made sure her point was made. Then she left, came back, left again, came back, and left yet again. At that moment, while I was clenching my fists under the table, there were several things I wish I could have said. After some thought and some discussion with other colleagues, it occurred to me that maybe she wasn't aware of my expectations. For that reason, I thought it best to start compiling some of the little things that I would those I work with regularly to know:
1. My job is just as important as yours. Just because I do not have a "homeroom" does not make me any less of a teacher. If there is one thing that gets me going, it is when other teachers try to discount what I do. If it were that easy, why aren't you doing it?
2. Yes, I am flexible, but I'm not Gumby. When you try to bend things too many times, they tend to break. All those schedule changes, impromptu tests, and other "issues" add up! I do not sit around all day waiting for you to call upon my services, I do have other things to tend to. Any amount of advance warning is greatly appreciated.
3. It is not "my kids" and "your kids." Just because they have an IEP does not mean that they aren't a part of your class. The only child I appreciate being referred to as "mine" is my daughter.
4. IEP meetings are not a torture device I created to ruin your morning, they are something that I am required by law to do. I can assure you, I don't find them that enthralling either.
5. Just because I am sitting at my computer does not mean that I'm not doing anything. My computer and I have a very close relationship. I spend more time with her (yes, my computer is a she) than my husband and my daughter, and not by choice. There are things I do that do not involve standing in front of a classroom, and yes, they are even more important than that worksheet you need copied for next Tuesday.
Well, I guess I've pissed off enough people for today. Stay tuned for the next edition!
I have a lot to say. Anyone who deals with me on a regular basis would agree. Especially when it comes to my job and special education, I can get pretty opinionated. Sometimes, I just keep my mouth shut. Sometimes, Tim gets an earfull when he gets home (he loves that). Other times, I open my mouth but need to censor myself. Needless to say, I have a lot to say that goes to waste. I figured, what better way to get my thoughts out there but a blog.
I will say, I'm not by any means a professional blogger. My writing ability is sub-par, and I tend to ramble. As for knowledge, I like to think I have a pretty solid knowledge base when it comes to special education and topics related. However, I am not an expert. My vision is not to "tell it like it is" but to start a conversation.
