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We are here to help you with your IEP tasks.
How is Extended School Year (ESY) determined?
How do I keep all of the IEP paperwork organized?
What IEP prep can I do over summer break?

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Smart IEP

We are here to help you with your IEP tasks.
How is Extended School Year (ESY) determined?
How do I keep all of the IEP paperwork organized?
What IEP prep can I do over summer break?

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- Checkout
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Our mission is to empower special education teachers to build stronger relationships with their families and students they service.

If an accommodation has been on the IEP for 5 year

If an accommodation has been on the IEP for 5 years, does that automatically mean it still belongs there? I asked that question in a very large, full conference room once and the room got very quiet. We've all had students that had a looooooooong list of accommodations. And let's be real 😅 that IEP probably included accommodations for extended time, preferential seating, small group testing, AND frequent breaks. But what would happen is the IEP team reviewed each one? I would bet that nobody could explain whether several of them were actually helping the student. And not because anyone is doing anything wrong, but because the accommodations that have followed that student from year to year are there still because no one has stopped to ask the most important question: Is this accommodation effective? Instead, we often ask: Has it always been there? And those are two very different conversations. Here's the spicy truth: 😉 Accommodations can become over-prescribed. It's never because IEP teams don't care, but honestly - removing supports feels risky. So accommodations stay on the IEP year after year, even when nobody has looked at the data, reviewed the impact, or determined whether the support is still needed. TRUTH BOMB 💥 An accommodation is not valuable because it's written in the document. It's valuable because it helps the student access instruction, demonstrate learning, or make progress. Every accommodation should have a purpose and/or solve a problem. And then, every accommodation should be reviewed for effectiveness. Because the goal isn't to have more accommodations. The goal is to have the right accommodations. Comment AMBB and I'll send you our free Accommodations and Modifications Breakdown Booklet to help you better understand when supports are appropriate, effective, and aligned to student needs. Then follow @theintentionaliep for practical IEP strategies that help you make confident, data-driven decisions for your students.

This exclusive @theintentionaliep training will br

This exclusive @theintentionaliep training will break down what Trauma Informed Teaching means and is... and let me just say, the golden nuggest you'll walk away with = 🔥. To watch or listen to this training:
1️⃣ Log in at www.theintentionaliep.com
2️⃣ Click "My Account"
3️⃣ Click "Trainings"
4️⃣ Search the training title.
That's it, you're ready to learn! If you aren't part of membership yet, I'd love to invite you in! 😍
Ready for more info? 👉 comment MEMEME

Comment IWT for the free timeline 🩵 Okay, hear me

Comment IWT for the free timeline 🩵 Okay, hear me out - if it feels like IEP deadlines come outta nowhere, you're not wrong. But also… we both know they didn’t. It’s just that our brains are juggling 417 things, and those IEPs? They sneak up when the rest of teacher life is on fire. That’s why I made this IEP Writing Timeline... for myself - but now am sharing it with you. It’s not fancy. It’s not fluffy. It’s just a real-deal breakdown of what to do and when — so you’re not scrambling at the last second and hating every minute of it. I print it. I keep it in my IEP binder. I check it like a grocery list. You want it? Just comment IWT and I’ll send it your way. No gatekeeping over here. IEPs are hard enough already.

More inclusion does not automatically mean a bette

More inclusion does not automatically mean a better placement. I said what I said. Because one day, your IEP team is going to sit around the IEP table discussing a student's placement. Someone will say, "We need to get him into the general ed setting more." Everyone nods. It'll sounds right. But then someone will ask a different question (and hopefully it's you): "Is he making meaningful progress with the supports available?" The room will probably get quiet because those aren't the same question at all, in any universe. The conversation can then shift from where the student *should* be to what the student *needs*. And that, my friends, is the heart of Least Restrictive Environment. IDEA doesn't say students should be placed in general education as much as possible. It says students should be educated with peers without disabilities ⭐ to the maximum extent appropriate ⭐ while receiving the supports they need to make meaningful progress. Sometimes that's more inclusion, annndddd sometimes it isn't. LRE is not about a location. It's about access, support, and progress. And that's a very different conversation. Follow @theintentionaliep for practical special education strategies that help you navigate the decisions that matter most.

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