A great IEP is the key to success for any disabled individual. If your student’s IEP goals aren’t working or the child seems to be struggling, it’s time to take action. Being proactive can mean the difference between a successful year for the student and one that’s filled with frustration and difficulties.
Before making any decisions or conferencing with IEP team members, you need to analyze the data you have collected. Graph the data so it’s easier for everyone to read and understand, and then define, or outline, any trends you notice in the data – as compared to the baseline data you also have.
This is important because you may notice that the student is making progress overall until recently, which could point to a recent change in student behavior or maybe a new teacher in the general education classroom. Or maybe progress has been very inconsistent, which could point to the need for different SDI and supports.
Check-in with other teachers who work directly with the student to see if anyone else is noticing a pattern of difficulty. Are they noticing the same trends?
It may be that you may be able to adjust your teaching style for that individual if it seems to be something about the instructional approach rather than the material being taught.
Parents are key partners in supporting student progress. Talk with the student’s parents about what you’re noticing in the classroom. Ask what they think might be going on and how you can help.
There may be things going on at home that would directly impact how a student is behaving or performing in school. Since parents know their child best, they may be the first ones who are contacted for input.
Talk to your student’s parents about the possibility of an outside evaluation, or IEE. Evaluations can help identify whether a specific disability is impacting performance in school and if so what accommodations are needed under IDEA. Depending on the district or school, independent evaluations are usually done at the cost of the family (although the parent may request one per the school), so make sure to have multiple resources available for them. Some independent testing organizations, especially those associated with universities, use a sliding scale based on income. That might be a needed option for some families.
Exchange information with other teachers who have students with similar needs or disabilities. They might be able to provide insight into why a student is struggling based on their previous experience working with a child with similar needs. It could be that the IEP goal is too much for the student and needs to be broken down into smaller pieces. Other special ed teachers will be able to help detect those issues.
Share your observations and ask for help from the special education teacher in charge of the student’s case within your district’s central office. They may have ideas and resources for you to help your student meet his goals.
You can make an amendment to an IEP at any time throughout the school year, and you can have multiple amendments in one school year. Work together with the rest of the IEP team to develop a new plan for success. That new plan might involve providing additional instructional supports at school or additional services. It may mean re-writing IEP goals and adjusting expectations, or revising the accommodations that support the student in the classroom.
Documentation helps show that every effort has been made to support the student’s progress, no matter if this is official IEP documentation or unofficial notes that you are keeping.
Be sure to involve the parents in the entire process from your first concerns to re-writing goals. They will want and need to know how the expectations for their child’s progress are changing and may want to discuss them further. Above all, be proactive and open to new suggestions and ideas so that you can provide your student with the best education possible.
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