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.
Talk with your student’s parents about the IEP at his or her next meeting. 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 should be the first ones who are contacted for input.
Check-in with other teachers who work directly with the student to see if anyone else is noticing a pattern of difficulty. 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.
Everyone involved in working with a child who has an IEP should be providing input on the IEP, and yes that includes paraprofessionals, aides and support staff. Use this FREE input form / questionnaire to gather input from the support staff in your classroom prior to writing a child’s IEP. Download here, or click on the image above!
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.
Step Four: Talk with Other Special Education TeachersExchange 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 instructional supports at school or additional services. It may mean re-writing IEP goals and adjusting expectations.
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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