Generated by All in One SEO v4.8.9, this is an llms.txt file, used by LLMs to index the site. # The Intentional IEP ## Sitemaps - [XML Sitemap](https://www.theintentionaliep.com/sitemap.xml): Contains all public & indexable URLs for this website. ## Posts - [IEP Meeting Ground Rules](https://www.theintentionaliep.com/iep-meeting-ground-rules/) - Do you have established ground rules for IEP meetings? If you don't or haven't thought about it, you should - because IEP meetings can be tense affairs. There is often tension between the school and family which can lead to difficult meetings with a lot of emotions. While high emotions are understandable at times, there - [The Best Math Screeners and Diagnostics for Special Education](https://www.theintentionaliep.com/math-screeners-and-diagnostics/) - Explore the best math screeners and diagnostics for special education, plus find ready-to-use preK–6th tools inside The Intentional IEP. - [What Parents Want Teachers to Know About Their Child with an IEP](https://www.theintentionaliep.com/parents-want-teachers/) - Having a child with an IEP can be an all-consuming process. Here are some things that parents want teachers to know about their child with an IEP. - [The Best Time-Saving Tricks for IEP Meetings](https://www.theintentionaliep.com/time-saving-tricks-for-iep-meetings/) - Discover the best time-saving tricks for IEP meetings. Learn how to prep efficiently, stay organized, and make meetings run smoother. - [The Pros and Cons of Using AI to Help with IEP Writing](https://www.theintentionaliep.com/using-ai-to-help-with-iep-writing/) - There are a lot of pros and cons to using AI in the classroom. Do the pros outweigh the cons? Find out here! - [What Makes a Good Hygiene IEP Goal](https://www.theintentionaliep.com/hygiene-iep-goal/) - Hygiene IEP goals build independence and confidence. Learn when they’re appropriate, how to write them, and tips for measurable success. - [IEP Goals for Preschool](https://www.theintentionaliep.com/iep-goals-for-preschool/) - Discover 10 essential preschool IEP goals—from social skills to independence—and learn how to track progress while supporting whole-child growth. - [What is Age Anchoring and What Does It Mean for IEP Writing?](https://www.theintentionaliep.com/age-anchoring/) - What is age anchoring and why is it so important for IEP goal writing? Learn more about it here and get tips for explaining it to your team. - [A Growing List of Progress Monitoring Tools for Teachers](https://www.theintentionaliep.com/progress-monitoring-tools/) - Explore a growing list of progress monitoring tools for teachers—from paper binders to AI-powered apps—to track student growth with ease. - [Assessments and Screeners for IEP Present Levels Data](https://www.theintentionaliep.com/assessments-screeners-present-levels-data/) - Discover how assessments and screeners—from standardized to informal tools—give a full picture of student needs and guide stronger IEP goals. - [How to Break Down IEP Goals to Help Students Learn](https://www.theintentionaliep.com/break-down-iep-goals/) - Learn how to break down IEP goals into clear, manageable steps using tools like the IEP Matrix to support student success and growth. - [Time-Savings Tips for IEP Writing](https://www.theintentionaliep.com/time-savings-tips-for-iep-writing/) - Save time on IEP writing with organization tips, parent input strategies, and powerful tools to streamline meetings and create stronger, faster plans. - [Why Every Teacher Needs an IEP Lesson Planner](https://www.theintentionaliep.com/why-every-teacher-needs-an-iep-lesson-planner/) - Discover how an IEP lesson planner helps special education teachers stay organized, track goals, and support students effectively all year long. - [How to Prioritize IEP Goals for Students with a Wide Range of Needs](https://www.theintentionaliep.com/prioritize-iep-goals/) - Learn how to prioritize IEP goals effectively for students with diverse needs. Discover practical strategies to focus on foundational skills, use task boxes, and streamline goal practice in special education. - [Helping Students Build Independence in Learning](https://www.theintentionaliep.com/helping-students-build-independence-in-learning/) - Helping students build independence in learning is one of the most important things you can do. Here are some ways to make it happen! - [What is Alternate State Testing?](https://www.theintentionaliep.com/alternate-state-testing/) - As a parent or teacher of a student with special needs, navigating the world of standardized testing can be confusing and overwhelming. You may have heard about Alternate State Testing and wondered what it is, how it works, and whether it applies to your child or student. In this post, we'll break it down in - [Tips for Building Rapport with Related Service Providers](https://www.theintentionaliep.com/building-rapport-related-service-providers/) - Building rapport with related service providers makes not only your job easier, but their job easier as well! Here are some ideas to make it happen! - [The Difference Between Parent-Teacher Conferences and IEP Meetings](https://www.theintentionaliep.com/parent-teacher-conference-iep-meeting/) - Overwhelmed by the special ed process and meetings? Learn the difference between parent-teacher conferences and IEP meetings here! - [The Connection Between Learned Helplessness and Critical Thinking Skills](https://www.theintentionaliep.com/the-connection-between-learned-helplessness-and-critical-thinking-skills/) - As a teacher, you may experience a child exhibiting learned helplessness. If you've ever heard, "I can't do this," "I don't even care,"I can't do it, just show me what to do," or "I'm not good at this" then you've experienced learned helplessness within a student. Learned helplessness occurs when a child repeatedly experiences failure - [What is a Stay Put IEP?](https://www.theintentionaliep.com/what-is-a-stay-put-iep/) - Not sure what a "stay put" IEP is? Here's everything you need to know! - [Understanding the 7 Cognitive Processes of a Special Education Evaluation](https://www.theintentionaliep.com/cognitive-processes/) - What every teacher should know about how we assess how students think, learn, and process information in regard to the 7 cognitive processes. - [How to Write Neuro-Affirming IEPs](https://www.theintentionaliep.com/how-to-write-neuro-affirming-ieps/) - As our understanding of neurodiversity deepens, so should our approach to writing IEPs. Traditional Individualized Education Programs (IEPs) often focus heavily on what a student “can’t” do or what needs to be “fixed.” But that approach doesn’t align with the values of neuro-affirming education, which seeks to honor, support, and empower students as they are—not - [IEP Goals and Accommodations to Improve Tardies and Attendance](https://www.theintentionaliep.com/tardies-attendance/) - Tardies and attendance can impact a students' success in school. Here are some ideas for goals and accommodations that might help. - [What to Do Once You Have Your Students' IEPs](https://www.theintentionaliep.com/students-ieps-start-of-the-school-year/) - Once you have your students’ IEPs in hand at the start of the school year, it can feel like you’re staring down a mountain of paperwork, deadlines, and responsibilities. The truth? That first week or two is all about building a strong foundation. What you do now sets the tone for the rest of the - [7 Tips for Working with Bilingual Families in Special Education](https://www.theintentionaliep.com/bilingual-families/) - Support bilingual parents in special education with these 7 tips to improve communication, build trust, and foster meaningful collaboration. - [How to Share IEPs with Team Members the Right Way](https://www.theintentionaliep.com/how-to-share-ieps-with-team-members-the-right-way/) - When it comes to supporting students with disabilities, every member of the IEP team needs to be on the same page. That’s where shared access to the Individualized Education Program (IEP) becomes essential. But what does shared access actually mean and how do we make sure it follows FERPA laws and protects student confidentiality? Together, - [Tips for Partnering with Parents Who Seem Disengaged from IEPs](https://www.theintentionaliep.com/tips-for-partnering-with-parents-who-seem-disengaged-from-ieps/) - In special education, strong parent-teacher relationships are a key part of Individualized Education Program (IEP) success. But what happens when parents don’t respond, don’t show up for meetings, or seem like they don’t want to be involved at all? It can feel frustrating, especially when you're doing everything you can to connect. The truth is, - [Simple Home Activities to Support Executive Functioning in Special Education](https://www.theintentionaliep.com/simple-home-activities-to-support-executive-functioning-in-special-education/) - Executive functioning is a set of mental skills that help students manage their thoughts, actions, and emotions so they can get things done. These skills are important because they help children plan ahead, stay organized, follow directions, and manage time. For students with Individualized Education Programs (IEPs) or other learning needs, executive functioning challenges can - [How to Use Task Analysis and Collect Data in the Special Education Classroom](https://www.theintentionaliep.com/how-to-use-task-analysis-and-collect-data-in-the-special-education-classroom/) - Teaching life skills, routines, and academic tasks in special education often requires breaking things down into small, manageable steps. And that’s where using a task analysis comes in to be your new best friend. A task analysis is a powerful instructional strategy that helps students with disabilities learn complex skills by teaching one step at - [A Para's Role in Specially Designed Instruction (SDI)](https://www.theintentionaliep.com/a-paras-role-in-specially-designed-instruction-sdi/) - Paraprofessionals play a crucial supportive role in delivering Specially Designed Instruction (SDI) under the direct supervision of certified special education teachers. While they do not and can not plan or initiate SDI, they can reinforce and practice skills with students to help them achieve their Individualized Education Program (IEP) goals. Let's take a look at - [Special Education Basics: The 13 Disability Categories Explained](https://www.theintentionaliep.com/special-education-basics-the-13-disability-categories-explained/) - When it comes to writing strong Individualized Education Programs (IEPs) and understanding eligibility, knowing the 13 disability categories under IDEA is key. These categories help determine if a student qualifies for special education services. But with so much paperwork and so many acronyms, it’s easy to forget the basics, especially when you’re juggling a full - [What Every Special Education Teacher Needs to Know About Evaluations](https://www.theintentionaliep.com/what-every-special-education-teacher-needs-to-know-about-evaluations/) - When a student is struggling in school, it’s important to figure out why, and one way to do that is through a special education evaluation. These evaluations help schools learn more about how a child thinks, learns, and behaves so that the right supports can be put in place to help the child succeed. Whether - [How to Use “Working to Mastery” as an IEP Accommodation](https://www.theintentionaliep.com/how-to-use-working-to-mastery-as-an-iep-accommodation/) - In special education, one question you may have heard asking during an IEP meeting is, “Does this student really need to complete every assignment?” And that’s where the accommodation of “working to mastery” often comes in. This accommodation can help students focus on deep understanding, not just checking off tasks. It allows students to continue - [20 Foundational Emotional Regulation Skills Every Student Needs](https://www.theintentionaliep.com/20-foundational-emotional-regulation-skills-every-student-needs/) - Emotional regulation is the ability to manage feelings in a way that is safe, age-appropriate, and helpful in learning and life. For special education teachers and IEP teams, this skill set is essential. Students who struggle with emotional regulation may have difficulty following directions, solving problems, or staying calm during transitions. When these skills are - [How to Use Explicit Instruction to Support IEP Goals](https://www.theintentionaliep.com/how-to-use-explicit-instruction-to-support-iep-goals/) - When it comes to helping students with disabilities succeed, not all teaching methods are created equal. One of the most effective teaching strategies in special education is explicit instruction. It is clear, direct, and leaves little room for confusion. If you're a special education teacher or a member of an IEP team, understanding how to - [How to Emotionally Disarm Parents During IEP Meetings for Stronger Collaboration](https://www.theintentionaliep.com/how-to-emotionally-disarm-parents-during-iep-meetings-for-stronger-collaboration/) - When it comes to writing and holding IEP meetings, special education teachers often focus on the paperwork, timelines, and goals. But there’s another part that’s just as important: building trust with families. Many parents come to the IEP table feeling overwhelmed, scared, or even angry. They may have had past experiences where they didn’t feel - [IEP Compliance 101: How to Follow the Law and Protect Student Privacy](https://www.theintentionaliep.com/iep-compliance-101-how-to-follow-the-law-and-protect-student-privacy/) - IEP compliance is one of the most important responsibilities for special education teachers and IEP team members. It means following the laws, timelines, and requirements that protect the rights of students with disabilities and ensure their Individualized Education Programs (IEPs) are carried out as written. IEP compliance isn't just about paperwork or checking boxes. It's - [Understanding Specially Designed Instruction (SDI) in Special Education](https://www.theintentionaliep.com/specially-designed-instruction/) - Special education plays a crucial role in providing support and meeting the unique needs of students with disabilities. One key aspect of special education is specially designed instruction (SDI), which is legally mandated to ensure that students receive an education tailored to their specific requirements. In this blog post, we will explore what SDI means, - [7 Easy Scaffolding Examples That Support IEP Goals](https://www.theintentionaliep.com/7-easy-scaffolding-examples-that-support-iep-goals/) - Scaffolding in special education is a teaching strategy that gives students the support they need to learn new skills, concepts, or tasks until they're ready to do it on their own. Think of it like the scaffolding around a building under construction. It holds things up, provides structure, and slowly gets taken down as the - [Tracking IEP Progress: A Step-by-Step Look at the Data Analysis Process](https://www.theintentionaliep.com/tracking-iep-progress-a-step-by-step-look-at-the-data-analysis-process/) - In special education, data analysis is more than just looking at numbers on a chart. It’s how we tell if a student is making progress, if our teaching strategies are working, and whether the IEP goals we wrote are the right fit. By looking closely at student performance over time, we can make smart decisions - [Understanding the Individuals with Disabilities Education Act (IDEA)](https://www.theintentionaliep.com/understanding-the-individuals-with-disabilities-education-act-idea/) - If you are a special education teacher or part of an IEP team, the Individuals with Disabilities Education Ac, better known as IDEA, is the law you live and breathe by. IDEA is the foundation of special education. It’s the reason we have IEPs, why we collect data, and why we meet as teams to - [How to Identify and Support Acquisition and Performance Deficits in IEPs](https://www.theintentionaliep.com/how-to-identify-and-support-acquisition-and-performance-deficits-in-ieps/) - In special education, knowing how students learn and why they struggle is key to writing strong IEPs. One area that often gets overlooked is the difference between acquisition deficits and performance deficits. These terms may sound similar, but they mean very different things. And understanding them can completely change how we support our students, both - [Understanding IQ Scores for IEP Evaluations](https://www.theintentionaliep.com/understanding-iq-scores-for-iep-evaluations/) - When it comes to supporting students with disabilities, knowing how IQ scores work can be a helpful part of the process. IQ, or Intelligence Quotient, is often used to help determine a child’s cognitive abilities. For special education teachers and IEP teams, understanding IQ ranges and how they connect to evaluations and eligibility for services - [From Interventions to Evaluations: Comparing RTI, MTSS, and the Discrepancy Model](https://www.theintentionaliep.com/from-interventions-to-evaluations-comparing-rti-mtss-and-the-discrepancy-model/) - When it comes to identifying students who need extra help, there are a few different systems schools use to decide what support a child might need and when special education should be considered. Three of the most common models are RTI, MTSS, and the Discrepancy Model. Understanding the difference between RTI, MTSS, and the Discrepancy - [What Is FAPE? An IEP Team's Guide to Free Appropriate Public Education](https://www.theintentionaliep.com/what-is-fape-an-iep-teams-guide-to-free-appropriate-public-education/) - If you have ever sat in an IEP meeting and heard the acronym or phrase “FAPE” tossed around, you’re not alone. But understanding what FAPE really means is essential for advocating for your students and ensuring they receive the supports and services they're legally entitled to under the Individuals with Disabilities Education Act (IDEA). In - [IEPs and Confidentiality: A Look at FERPA and HIPPA](https://www.theintentionaliep.com/ieps-and-confidentiality-a-look-at-ferpa-and-hippa/) - Understanding the difference between FERPA and HIPAA in special education is essential for every IEP team member—from special education teachers and related service providers to administrators and general education staff. When it comes to handling student records, IEP documents, and confidential information, knowing who can access what (and when) is not just helpful—it’s legally required. - [Stay Put Rights Under IDEA: How to Keep IEP Services During a Dispute](https://www.theintentionaliep.com/stay-put-rights-under-idea-how-to-keep-iep-services-during-a-dispute/) - When parents disagree with changes proposed to their child’s IEP, what happens next? That’s where the Stay Put provision in special education comes in. Under the Individuals with Disabilities Education Act (IDEA), Stay Put IEP rights protect students by allowing them to remain in their current IEP placement and services while disputes are being resolved. - [How Child Find Protects Students with Disabilities in Public Schools](https://www.theintentionaliep.com/how-child-find-protects-students-with-disabilities-in-public-schools/) - If you're a special education teacher or part of an IEP team, understanding Child Find is one of the most powerful tools you have to support students. Under the Individuals with Disabilities Education Act (IDEA), Child Find is a legal requirement that ensures all children with disabilities are identified, located, and evaluated to determine if - [The Different Types of IEP Meetings Explained](https://www.theintentionaliep.com/different-types-of-iep-meetings/) - If you're a special education teacher or the parent of a student with an IEP, you already know that IEP meetings are more than just paperwork and checklists—they're conversations that shape a child's education. Whether sitting at the school conference table, logging into Zoom, or hopping on a quick phone call, these meetings are where - [Different Types of Stims: Understanding and Supporting Self-Stimulating Behaviors](https://www.theintentionaliep.com/different-types-of-stims/) - If you’ve ever noticed a student repeatedly flapping their hands, tapping a pencil, or humming to themselves throughout the day, you’ve likely witnessed a stim. Short for self-stimulatory behavior, stimming is something we all do in one form or another—but for neurodivergent individuals, especially those with autism, ADHD, or sensory processing differences, stimming plays a - [Test Taking Accommodations for Students in Special Ed](https://www.theintentionaliep.com/test-taking-accommodations/) - Test taking can be a challenging experience for many students, but for those in special education, it can present even greater obstacles. Students with special needs may require accommodations to ensure they have an equal opportunity to demonstrate their knowledge and skills during assessments. These accommodations are designed to level the playing field and provide a fair - [What is a Trauma-Informed IEP?](https://www.theintentionaliep.com/trauma-informed-iep/) - Understanding and addressing the impact of trauma on students is crucial in creating a supportive and inclusive learning environment. One significant way to support students who have experienced trauma is through the development of a Trauma-Informed Individualized Education Program (IEP). In this blog post, we will explore the concept of trauma-informed care, delve into the - [Behavior Interventions for Any Situation](https://www.theintentionaliep.com/behavior-intervetions-for-any-situation/) - As a special education teacher it is important to know behavior intervention strategies for dealing with different types of situations in the classroom. - [10 Terrible IEP Goals and How to Fix Them](https://www.theintentionaliep.com/terrible-iep-goals-fix/) - Unfortunately, as a special educator, you probably know that many IEP goals fall short and need more clarity, specificity, and measurability. Together, we will explore the pitfalls of ineffective IEP goals and provide insights on how to enhance and refine them. We will give ten examples of poorly written goals and then show you how to write it - [Your New IEP Writing Playlist](https://www.theintentionaliep.com/iep-writing-playlist/) - Are you a special education teacher in need of some motivation and inspiration while writing Individualized Education Programs (IEPs)? Look no further! In this IEP writing playlist, we have curated a list of 50 songs that will help you stay focused, energized, and positive as you tackle the ever important task of writing IEPs for - [Options After High School for Special Ed Students](https://www.theintentionaliep.com/options-after-high-school/) - After high school, special education students have various pathways to consider for their future. Including the student in the decision-making process about their options after high school is a crucial aspect of the transition section of the Individualized Education Program (IEP). By involving the student in discussions and considerations regarding their future, their preferences, interests, - [Different Types of Learning Styles](https://www.theintentionaliep.com/different-types-of-learning-styles/) - Learn about the 3 most common learning styles along with lesser known learning styles and how you can use them with students in the classroom. - [Understanding Twice-Exceptional Students](https://www.theintentionaliep.com/twice-exceptional/) - Being "twice exceptional" refers to individuals who have exceptional abilities or talents alongside a learning disability or challenge. These students possess both intellectual gifts and special needs, creating a unique profile that can be quite complex to address in educational settings. What Does Being Twice Exceptional Mean? Twice-exceptional students often display high intelligence, creativity, or - [Team Building Activities for Special Ed Teachers and Paras](https://www.theintentionaliep.com/team-building-activities-special-ed-teachers-paras/) - Team building is crucial for fostering a positive and supportive environment in any workplace, especially for special education teachers and the paraprofessionals who work in their classrooms. Collaborating effectively and building strong relationships within the team can greatly enhance the quality of education and support provided to students with special needs. Here are some team-building ideas tailored specifically for special - [Do We Need 80% Accuracy for IEP Goals?](https://www.theintentionaliep.com/80-accuracy-for-iep-goals/) - When it comes to setting IEP goals related to skills, determining the appropriate accuracy percentage is essential for measuring progress effectively. Should everything just be a blanket 80% accuracy for each and every goal without evaluating them? No, it absolutely should not (we'll get there!). I have encountered so many new-to-me IEPs where the student's accuracy percentages were all 80%. While I - [Tracking Documentation of IEP Meeting Invites to Parents](https://www.theintentionaliep.com/tracking-iep-meeting-invites/) - When it comes to ensuring successful communication and coordination of Individualized Education Program (IEP) meetings with parents, tracking documentation of meeting invites is crucial. But finding a way to keep track of all of the IEP meeting invites can be challenging and, at times, overwhelming. Why You Need to Track IEP Invites Tracking documentation of - [Handling a Midyear Amendment to an Individualized Education Program (IEP)](https://www.theintentionaliep.com/midyear-amendment-iep/) - When a parent requests an amendment to their child's IEP midyear, it is essential to approach the situation with care and diligence. It's also important to note that the process of amending an IEP can vary based on state laws and school district policies. However, there are general procedures that special educators can follow to - [Tips for Writing a Behavior Intervention Plan (BIP) Summary](https://www.theintentionaliep.com/behavior-intervention-plan-summary/) - Behavior Intervention Plans (BIPs) are crucial for managing challenging behaviors in students with special needs. While BIPs typically contain detailed information about behavior, data collection, and interventions, creating a concise BIP Summary can greatly benefit teachers and support staff. Here are some tips on how to craft an effective Behavior Intervention Plan Summary. Behaviors of - [10 Tips for Providing Service Minutes to Students in In-School Suspension](https://www.theintentionaliep.com/service-minutes-during-iss/) - In-school suspension (ISS) is a disciplinary measure many schools use to address behavioral issues and ensure a conducive learning environment. For special education students serving ISS, it's essential to consider their individual needs and ensure that they continue to receive the necessary services and support. Here are ten tips for educators and administrators on providing - [The Importance of Using Student Interest Surveys When Writing IEPs](https://www.theintentionaliep.com/student-interest-surveys/) - Individualized Education Programs (IEPs) are designed to meet the unique needs of students with disabilities, ensuring that they receive the appropriate educational support and services. One crucial aspect of creating an effective IEP is understanding the student’s individual interests, preferences, and strengths. This is where student interest surveys play a vital role. What are Student - [Enhancing IEP Team Collaboration Through Input Forms](https://www.theintentionaliep.com/iep-team-collaboration-input-forms/) - Collaboration is key when it comes to developing Individualized Education Programs (IEPs) that truly meet the unique needs of students with disabilities. An essential aspect of this collaboration lies in gathering input from various stakeholders, including teachers, specialists, and parents, to ensure a comprehensive understanding of the student's academic and behavioral performance. This blog post - [Writing Progress Reports](https://www.theintentionaliep.com/writing-progress-reports/) - As a special education teacher, it is important to understand how to write progress reports for your students. While you may have been accustomed to writing report cards at the semester level in general education, progress reports for special education students are typically due quarterly. This guide aims to provide you with valuable insights and - [Where to Start When Writing an IEP](https://www.theintentionaliep.com/where-to-start-when-writing-an-iep/) - Writing an Individualized Education Program (IEP) as a new special education teacher may initially appear overwhelming. But with the right guidance and resources, you can gain confidence in navigating this crucial process. This blog post aims to offer a step-by-step guide to assist you in getting started with writing an IEP for your students. Understanding - [Why Goal Banks Are Better Than Using AI](https://www.theintentionaliep.com/goal-banks-better-than-ai/) - While there are different approaches to crafting IEP goals, one effective method preferred by many special educators is the use of IEP goal banks. These goal banks serve as a starting point for educators as they craft IEP goals that align with each students' needs. While there has been debate over whether or not artificial - [Understanding Autism IEP Goals, Objectives, and More](https://www.theintentionaliep.com/autism-iep-goals/) - Autism IEP goals can, initially, seem intimidating, but they don't have to be. Individualized Education Programs (IEPs) play a pivotal role in providing tailored support and accommodations to meet the distinctive needs of students. For students with autism, the implementation of IEPs becomes particularly crucial as they aim to address the specific challenges that may - [Writing a Behavior Intervention Plan (BIP) in 10 Steps](https://www.theintentionaliep.com/writing-a-bip-in-10-steps/) - Writing a BIP or Behavior Intervention Plan can be challenging if you don't know where to start. These ten steps can help you navigate the process. As special educators, one of our fundamental responsibilities is to support students with challenging behaviors and help them succeed in the classroom. A behavior intervention plan (BIP) is a - [The Crucial Role of General Ed Teachers in an IEP Meeting](https://www.theintentionaliep.com/general-ed-teachers-iep-meeting/) - General ed teachers play a crucial role in the IEP process and IEP meetings. IEP meetings are a pivotal platform for educators, parents, and professionals to develop personalized plans for students with disabilities. While special education teachers play a significant role in these IEP meetings, it is important not to overlook the crucial contributions of - [How Students Can Help with Data Collection](https://www.theintentionaliep.com/student-data-collection/) - As special education teachers, one of our primary goals is to ensure that our students with individualized education programs (IEPs) make progress toward their goals. Traditionally, data collection has been the responsibility of the teacher alone. However, involving students in the process not only empowers them to take ownership of their learning but also enhances - [Tracking Accommodations in the General Ed Classroom: Practical and Efficient Strategies for Special Ed and General Ed Teachers](https://www.theintentionaliep.com/tracking-accommodations/) - Accommodations play a crucial role in ensuring the success of special education students in the general education classroom. These modifications and supports are designed to level the playing field and enable students with disabilities to access and participate in the curriculum. However, tracking the use of accommodations can be challenging for special and general education - [5 Simple Ways to Track IEP Service Minutes Each Day](https://www.theintentionaliep.com/track-iep-service-minutes/) - As an educator involved in an Individualized Education Program (IEP), it is crucial to accurately track the service minutes provided to the student each day. Tracking IEP service minutes ensures that the student receives the appropriate support and helps in monitoring their progress. But, tracking IEP service minutes can often be a daunting task. In - [The Importance of Sharing Raw Data with Parents](https://www.theintentionaliep.com/sharing-raw-data-with-parents/) - As special education teachers, we play a vital role in the Individualized Education Program (IEP) process, working closely with students, parents, and other professionals. One crucial aspect that deserves our attention is sharing raw data with parents. In this blog post, we will discuss what raw data is, why it is important, why it should - [5 Things to Do Before Your First IEP Meeting](https://www.theintentionaliep.com/5-things-to-do-before-your-first-iep-meeting/) - As first year teachers, we know that the first time stepping foot into a classroom can be extremely nerve wracking. But as Special Education teachers, I think we can all agree that the most nerve wracking thing is going to be that first IEP meeting. No matter how much they teach us during our schooling, - [19 Things Not to Say in an IEP Meeting](https://www.theintentionaliep.com/10-things-not-to-say-in-an-iep-meeting/) - As special education teachers, there are a few red flags to avoid during an IEP meeting. Here are 10 things we want to avoid saying during IEP meetings. - [10 Things to Remember When Writing IEP Goals](https://www.theintentionaliep.com/10-things-to-remember-when-writing-iep-goals/) - Writing Individualized Education Program (IEP) goals is a crucial aspect of a special education teacher's job. These goals serve as roadmaps for students with disabilities, outlining the specific skills they need to develop and the progress they need to make. As a special education teacher, it's essential to create IEP goals that are meaningful, measurable, - [What "Procedures for Collecting Data" Might Mean in Your Child's IEP](https://www.theintentionaliep.com/what-procedures-for-collecting-data-might-mean-in-your-childs-iep/) - As a parent of a student with an Individualized Education Program (IEP), it is crucial to clearly understand the components within your child’s plan to ensure their educational success. One such component that often raises questions is the term “procedures for collecting data.” In this blog post, we will delve into what this term means - [7+ Ways to Share IEP Information with General Ed Teachers](https://www.theintentionaliep.com/share-iep-information/) - Not sure how to share info about a student's IEP with his or her general ed teacher? Here are 10 ways that make it easier for them and for you! - [Managing Deadlines and Paperwork as a Special Education Teacher: Practical Tips for Success](https://www.theintentionaliep.com/managing-deadlines-paperwork/) - Being a special education teacher comes with its own unique set of challenges, and one of the most demanding aspects of the job is managing deadlines and paperwork. Balancing planning, teaching, resource minutes, data collection, and writing Individualized Education Programs (IEPs) can feel overwhelming. However, with effective organizational strategies and practical tips, special education teachers - [What to Do When a Parent Doesn't Collaborate on an IEP](https://www.theintentionaliep.com/what-to-do-when-a-parent-doesnt-collaborate-on-an-iep/) - Collaboration between special education teachers and parents is crucial for the success of Individualized Education Programs (IEPs). However, there are instances when parents may not actively participate or collaborate in the IEP process. In this blog post, we will explore strategies that special education teachers can use when faced with challenges related to parental involvement - [When to Include Related Services in an IEP](https://www.theintentionaliep.com/when-to-include-related-services-in-an-iep/) - In special education, Individualized Education Programs (IEPs) play a crucial role in ensuring that students with disabilities receive the support they need to succeed academically and socially. One important aspect of developing an effective IEP is determining when to include related services. Related services are specialized supports and interventions that help students with disabilities fully - [Keeping Track of Your Professional Development](https://www.theintentionaliep.com/keeping-track-your-professional-development/) - As a special education teacher, staying up-to-date with the latest trends and best practices in the field is important. One way of doing this is by completing professional development hours each year. However, keeping track of these hours can be challenging, especially when juggling a busy schedule and other responsibilities. In this article, there are - [When to Write IEPs with No Planning Period](https://www.theintentionaliep.com/when-to-write-ieps/) - As a special education teacher, writing Individualized Education Plans (IEPs) is one of the most critical tasks you'll do throughout the school year. An IEP outlines a student's strengths, weaknesses, and goals and serves as a legal document that provides direction for their education. However, as a special education teacher, finding the time to write - [Books You'd Recommend to Another Special Education Teacher](https://www.theintentionaliep.com/special-education-teacher/) - Special education teachers play a crucial role in the lives of students with diverse needs. From learning disabilities to physical impairments, special educators work tirelessly to create an inclusive and supportive classroom environment. One way for special education teachers to enhance their skills and knowledge is to read books for teachers written by experts in - [Must-Have Para Trainings](https://www.theintentionaliep.com/para-trainings/) - Paras in the special education classroom are essential for helping students reach their full potential. To ensure that paras can provide quality support to their students, it is vital that they receive regular training on a range of topics. Here are seven para trainings to consider: Para Trainings for the School Year 2. Disability Awareness - [How to Get Teacher Buy In for IEP Collaboration](https://www.theintentionaliep.com/how-get-teacher-collaboration/) - Getting your general education teachers to buy in for IEP collaboration can be a daunting task. However, the outcome can be incredibly rewarding if it is done correctly. Here are ten tips to help make sure that your staff members feel comfortable and prepared to collaborate on IEPs. 1. Provide Training Before any collaborations take - [Which Work Samples to Keep in Special Ed](https://www.theintentionaliep.com/which-work-samples-special/) - As a special education teacher, keeping work samples for each student is important. These work samples serve as evidence of the student's progress and can also be used to set goals, track growth, and inform future instruction. So, what types of work samples should you keep for your students in special education? Is there a - [When You Don't Feel Heard at an IEP Meeting: What to Do](https://www.theintentionaliep.com/when-dont-feel-heard-meeting/) - Individualized Education Program (IEP) meetings can be stressful for both parents and educators. The goal of the meeting is to discuss the student's needs and come up with a plan that meets those needs. However, sometimes one may not feel heard in these meetings, which can be frustrating and discouraging. If you find yourself in - [The 8 Executive Functions](https://www.theintentionaliep.com/executive-functions/) - In the field of education, there are things known as executive functions. Executive functions are defined as cognitive processes that control, regulate and manage other cognitive processes. They allow people to prioritize tasks, plan ahead, and organize their thoughts and actions. These skills can be especially beneficial for children with learning differences or disabilities in - [Pre-referral Screeners to Assess Students](https://www.theintentionaliep.com/pre-referral-screeners/) - A pre-referral screener is a tool that is used to identify students who may be struggling academically or behaviorally. Pre-referral screeners can be used to help educators make decisions about whether or not to refer a student for special education services. Pre-referral Screeners There are many different types of pre-referral screeners available, each with its - [What to Do When an IEP Isn't Being Followed](https://www.theintentionaliep.com/what-when-isnt-being-followed/) - An Individualized Education Program (IEP) is a legal document that outlines the educational needs of students with disabilities. The purpose of an IEP is to ensure that every child has access to a Free Appropriate Public Education (FAPE) that meets their unique needs. It is a legally binding document that the school must follow. Unfortunately, - [Battling IEP Writing Burnout](https://www.theintentionaliep.com/battling-iep-writing-burnout/) - Writing Individualized Education Plans (IEPs) can be an incredibly rewarding experience, but it can also lead to burnout. IEP writing requires a great deal of time and energy, and the process of creating meaningful plans for each student can become draining over time. Fortunately, there are steps that educators can take to fight against IEP - [IEP Meeting Management Tips](https://www.theintentionaliep.com/iep-meeting-management-tips/) - IEP meetings can be a time of great stress for parents and educators. With so much on the line, it's important to make sure that the meeting runs as smoothly as possible. To help ensure success, we have compiled some tips for managing an IEP meeting so that all parties involved feel heard and respected - [Tips for Getting All The IEP Paperwork Done](https://www.theintentionaliep.com/iep-paperwork/) - Getting all of the IEP paperwork done can be a daunting task, but it doesn't have to be. With some preparation and planning, you can ensure everything is completed on time and correctly. In this article, we'll provide some tips for getting your IEP paperwork done quickly and efficiently so that you can focus on - [IEP Progress Report Red Flags for Parents to Look For](https://www.theintentionaliep.com/iep-progress-report-red-flags/) - Are you a parent new to the special education world and just getting your first quarterly progress report on your child’s IEP goals? Or are you a seasoned parent who just isn’t quite sure what to look for when reviewing your child’s quarterly progress report? We're here to help with that. One way to help - [7 Clarifying Questions Teachers Should Ask at an IEP Meeting](https://www.theintentionaliep.com/7-clarifying-questions-teachers-should-ask-at-an-iep-meeting/) - Positive and productive IEP meetings lay the groundwork for better student outcomes, but when team opinions clash and emotions run high, a meeting can fall apart before you know it. Sometimes, having a neutral third-party facilitator can make all the difference in the success of a meeting. Asking clarifying questions is crucial in IEP meetings - [10 Steps in the IEP Writing Process](https://www.theintentionaliep.com/steps-in-iep-writing-process/) - Writing an Individualized Education Program (IEP) is a crucial aspect of your role as a special education teacher. An IEP serves as a roadmap for supporting students with disabilities, ensuring they receive the necessary accommodations and modifications to succeed academically and socially. Let's walk through the ten essential steps in the IEP writing process, helping - [Determining IEP Goal Objectives and Benchmarks](https://www.theintentionaliep.com/determining-goals-objectives/) - Writing IEP goals and benchmarks for your students' IEP can be challenging. Let me show you how to write IEP goals AND benchmarks that align. - [Unwritten Teacher Rules of IEP Writing](https://www.theintentionaliep.com/unwritten-teacher-rules-iep-writing/) - As a special ed teacher, you know that student success starts with the IEP. But what are some key steps you should follow when writing IEPs? There's a lot of advice from experts on best practices for writing Individuals Educational Plans (IEPs). Still, much of it relies on unwritten rules that veteran teachers have used - [Where to Put Toileting Help in an IEP](https://www.theintentionaliep.com/toileting-help-iep/) - As a special ed teacher, you know that individualized education programs (IEPs) are an essential part of helping all students achieve the best outcomes possible. One area within IEPs that can sometimes cause confusion is where to list toileting help. Here we will address exactly where toileting help should go for your student’s IEP, so - [Benefits of Using Digital and Paper and Pen Data Collection Methods](https://www.theintentionaliep.com/digital-paper-data-collection/) - Collecting data for special education students is an important part of the educational process. In order to accurately assess their progress and make informed decisions, it's essential that teachers and administrators have access to accurate, up-to-date information. Unfortunately, collecting this data can be a challenge - especially for teachers with large caseloads. From paper and - [Understanding Effective Progress in an IEP](https://www.theintentionaliep.com/effective-progress/) - Effective progress. What is it, and why is it important in terms of your students' IEPs? One key aspect of an IEP is defining what "effective progress" means for the student. In this blog post, we will explore the concept of effective progress in an IEP and how it impacts the educational development of students. - [How to Explain the Implementation of Service Minutes](https://www.theintentionaliep.com/how-to-explain-the-implementation-of-service-minutes/) - When writing an IEP, the most important part we as Special Education teachers must adhere to are the IEP service and service minutes. If you write in the IEP that you are going to see a child 5x a week for 30 minutes, then you need to make sure you see that child 5x a - [IEP Data Sheets Special Education Teachers Love](https://www.theintentionaliep.com/data-sheets-teachers-love/) - In special education, anything that makes managing a caseload of students more manageable and efficient is a must. Data sheets are invaluable tools that can greatly assist teachers in effectively monitoring and tracking their students' progress. These sheets are detailed documents that allow teachers to record specific information about a student's behavior, academic performance, and other important metrics. By keeping accurate and up-to-date - [What is a Fidelity Check?](https://www.theintentionaliep.com/fidelity-check/) - Fidelity checks are an essential part of special education, ensuring that teaching and supporting practices align with best practices. A fidelity check is a systematic review that takes place to measure the accuracy and consistency of implementation for a particular practice or intervention. It can provide important feedback about how well programs, interventions, and strategies - [Why It's Important to Meet with General Ed Teachers Prior to IEP Writing](https://www.theintentionaliep.com/meet-general-teachers/) - When writing an Individualized Education Program (IEP) for a student, it is important to meet with general ed teachers ahead of time. This consultation can provide invaluable insights into the feasibility of accommodations and modifications that may be necessary for the student, as well as information on any potential time limits or class size restrictions - [Writing Strengths-Based Statements in the Present Levels](https://www.theintentionaliep.com/writing-strengths-based-statements/) - Writing strengths-based statements is an integral part of the Individual Education Plan (IEP) procedure for special education teachers. But it can be quite challenging to identify which capabilities and talents should be featured in strength statements, specifically because needs must always direct goals, and goals drive services. So let's break it down together. What are Strengths-Based - [Understanding "Trials" in an IEP Goal](https://www.theintentionaliep.com/trials-iep-goal/) - You've heard the term before, but what do "trials" actually mean in an Individualized Education Plan (IEP) goal? Students with special needs who have an IEP rely on the legal document to help them succeed in their education journey. Within an IEP, goals are set to help students make progress in various areas. Goals can - [Understanding "X of Y Trials"](https://www.theintentionaliep.com/understanding-x-of-trials/) - Understanding special ed jargon can be challenging! With so many acronyms and a language all its own, even the most seasoned teachers need clarification. When it comes to IEP writing, one of the most common phrases refers to the number of times a student should show mastery of a skill. It is usually referred to - [Skills to Add to Transition Surveys](https://www.theintentionaliep.com/skills-add-transition-surveys/) - When planning to transition from school to life after school, it is important for students with special needs to learn certain skills. These skills can help them have a successful and independent life. Some of the skills that should be included in a transition survey include the overarching skills of communication, self-advocacy, problem-solving, time management, - [What is Differentiation in Education?](https://www.theintentionaliep.com/what-is-differentiation-in-education/) - Differentiation in education is a concept that refers to the instruction and assessment of students based on their individual learning needs. Differentiated instruction allows educators to provide each student with a personalized learning experience, allowing them to work at their own pace, move ahead faster or slower than their peers, and set challenging goals for - [The Difference Between SDI and Differentiation](https://www.theintentionaliep.com/differences-sdi-differentiation/) - Understanding the differences between Specially Designed Instruction (SDI) and differentiation in lessons can allow special educators to work with their students effectively. So, what are the differences between SDI and differentiation, and what do they mean for special education students? Hit play to listen to The Intentional IEP Podcast episode about SDI. Understanding SDI Specially - [Collecting Data to Show a Need for Extended School Year (ESY)](https://www.theintentionaliep.com/collecting-data-extended-school/) - Do you have students who would benefit from Extended School Year (ESY)? Learn what type of data to collect to ensure students get the support they need! - [Explaining ESY to Parents in an IEP Meeting](https://www.theintentionaliep.com/explaining-esy-parents-iep-meeting/) - Extended school year (ESY) services are specialized educational supports for students with an Individualized Education Program (IEP). ESY services provide additional learning support to help them make meaningful progress in their overall academic and social-emotional development. These services can be delivered outside of the traditional school year, such as during summer months or holidays, and - [What Qualifies a Student for ESY?](https://www.theintentionaliep.com/what-qualifies-a-student-for-esy/) - Extended School Year (ESY) services are crucial for some students with disabilities, ensuring they continue to receive the support they need beyond the traditional school year. Understanding the qualifications for ESY can help educators and parents advocate effectively for their students and gather the necessary documentation to ensure that their student receives services. Listen to - [7 Reasons to Use an IEP Goal Bank](https://www.theintentionaliep.com/iep-goal-bank/) - Writing an individualized education plan (IEP) that meets the needs of each student can be a daunting task -especially when you have a large caseload! Fortunately, educators have access to IEP goal banks that can help them easily create accurate and up-to-date IEPs tailored to their students’ specific learning objectives. By using IEP goal banks, - [5 Ways to Collect Data from General Ed Teachers](https://www.theintentionaliep.com/collect-data-general/) - Special education teachers need input from general ed teachers when developing an Individualized Education Program (IEP). Gathering information from the general ed teacher in a timely and efficient manner is critical for designing educational plans that fit each student's unique needs. But getting that information is not always easy when everyone's time is limited. Here - [Setting Expectations for High School Paras in Special Ed](https://www.theintentionaliep.com/expectations-school-paras/) - Paraprofessionals play an essential role in high school special education classrooms. They are there to help support the teacher and students but may need to gain the experience to know exactly what to do or how to do it. In those instances, it is important to provide the para with direction to ensure they know - [6 Doable New Years Resolutions for Teachers](https://www.theintentionaliep.com/doable-resolutions-for-teachers/) - I sat down this morning with my IEP coach hat on to get to work and all that was on my mind was setting resolutions for next year. Now, I am one of those people that either doesn't set a resolution because I know it won't happen OR I set one and by the end - [Tips for Documenting Service Minutes for an IEP](https://www.theintentionaliep.com/documenting-service-minutes/) - When it comes to documenting service minutes for an Individualized Education Program (IEP), accuracy and thoroughness are crucial. The service minutes reflect the amount of time a student receives special education services, and they play a vital role in ensuring the student's needs are met. In this blog post, we will explore some tips for - [A Parent's First IEP Meeting](https://www.theintentionaliep.com/parents-first-iep-meeting/) - The first IEP meeting can be an intimidating experience for parents. It is important to remember that you know your child best and have valuable insight into their needs. Here are some tips for attending your first IEP meeting. Attending Your First IEP Meeting Listen Do not forget to listen carefully and respectfully to feedback - [The Importance of IEP Input Forms](https://www.theintentionaliep.com/the-importance-input-forms/) - Schools develop Individualized Education Programs (IEPs) to ensure that students with disabilities receive a free appropriate public education (FAPE). The IEP document serves as a plan that outlines a student's specific educational goals and objectives and the services that will be provided to help the student reach those goals. Writing an effective IEP requires thoughtful - [What Does Access to the Curriculum Mean?](https://www.theintentionaliep.com/what-does-access-curriculum-mean/) - When it comes to special ed terminology and acronyms, it is easy for families to get confused. While not all special ed terms seem like they could be confusing, some of the most common ones are. As special education professionals, it is up to us to make sure that parents and school staff understand exactly - [IEP Accommodations VS. IEP Modifications](https://www.theintentionaliep.com/iep-accommodations-vs-iep-modifications/) - Accommodations and modifications are two words that are used often in special education It is important to understand the difference in the two terms. - [Different Types of IEP Meetings](https://www.theintentionaliep.com/different-types-iep-meetings/) - When we talk about IEP meetings, we are most commonly talking about the annual IEP meeting where services and goals are updated or introduced to help a student over the course of the next calendar year. While those are the most common type of IEP meetings, there are other types of meetings that fall under - [What School Staff Needs to Know About IEPs](https://www.theintentionaliep.com/what-school-staff-needs-about/) - For special education teachers, IEPs are second nature. The acronyms make sense, the laws surrounding the documents are understood, and the necessity of providing services is a given. Not all school staff understand what IEPs are, however, and that can lead to misunderstandings and putting the school in jeopardy because services are not provided. When - [Teachers: Here's What to Say When You Hold an IEP Meeting](https://www.theintentionaliep.com/teachers-what-to-say-at-iep-meeting/) - Walking into any IEP meeting can feel very intimidating, but especially with your first few meetings, or when meeting with a new parent. You don’t know how to feel, how to act, or what to say. The Intentional IEP team has compiled a list of some of the things that are important for you to - [What to Do Before, During, and After an IEP Meeting](https://www.theintentionaliep.com/what-to-do-before-during-and-after-an-iep-meeting/) - Here is a checklist of things to do before, during and after an IEP meeting to make sure you are prepared and able to run a successful meeting. - [Writing Service Minutes in an IEP](https://www.theintentionaliep.com/writing-service-minutes-in-iep/) - Service minutes are an important aspect of any IEP. They describe how much time a student should be getting on the specific skills that need to be addressed. Sometimes students have a significant amount of service minutes in their IEPs and, other times, the service minutes are limited. The conundrum is figuring out how many - [A Parent Signature on an IEP and What It Means for Consent](https://www.theintentionaliep.com/parent-signature-means-consent/) - When it comes to parents and IEPs, there is a common thought that without a signature from the student's parents, the IEP cannot move forward or be implemented. While that may be the case in some states, that is not true for the majority of states in the country. So when and where is a - [Advice for IEPs and 504 Plans](https://www.theintentionaliep.com/advice-for-ieps-plans/) - Managing IEPs and 504 plans is not an easy task. They are complicated, legal documents that require a lot of attention and care. If the documents are not followed there can be legal ramifications for the school. Here are some tips and advice for working with IEPs and 504 plans in the school to ensure - [Data Collection When Short Staffed](https://www.theintentionaliep.com/data-collection-when-short-staffed/) - Data collection for IEPs is important throughout the school year. When your school is short staffed, not only does it make teaching more challenging, but it also makes it more difficult to collect data. Here are some ways to manage data collection when short-staffed in the special ed classroom. As always, some of the ideas - [The Best IEP Organization Tips](https://www.theintentionaliep.com/the-best-organization-tips/) - Keeping IEPs and associated paperwork organized is not easy. When you have a large caseload the amount of paperwork can quickly become overwhelming. But keeping it organized will not only save you time when looking for things, but it will also help lower your stress level. Here are some tried and tested ways to organize - [Using Chewable Jewelry for Sensory Seeking Behaviors](https://www.theintentionaliep.com/using-chewable-jewelry-for-sensory-seeking-behaviors/) - Sensory-seeking behaviors are not uncommon in the special ed classroom. In fact, most of your special ed students may experience these behaviors to one degree or another throughout the school day. But what are sensory-seeking behaviors and how can chewable jewelry help students who exhibit them? Let us examine it in more depth. Understanding Sensory - [Improving the IEP Meeting Experience for Parents](https://www.theintentionaliep.com/improving-meeting-experience/) - Attending an IEP meeting as a parent can be a scary and emotional experience. Follow these steps to improve parents' experiences during the IEP meeting. - [How to Schedule IEP Meetings](https://www.theintentionaliep.com/scheduling-iep-meetings/) - No matter how many you have organized before, scheduling IEP meetings can be tricky! With so many schedules to coordinate and so many different things to cover, it is a challenge to make sure that everyone is on the same page. The tips below will make scheduling IEP meetings a bit easier and help you - [Fostering Self-Advocacy: Discussing Accommodations and IEPs with Students](https://www.theintentionaliep.com/self-advocacy-discussing-accommodations/) - Inclusive education is crucial for students with disabilities to thrive academically and socially. Individualized Education Programs (IEPs) ensure students receive the necessary accommodations and support to succeed in their educational journey. However, it is equally important for students to understand their IEPs and actively participate in discussions surrounding their accommodations. This post will delve into - [The Importance of Teaching Self-Advocacy Skills](https://www.theintentionaliep.com/self-advocacy-skills/) - Teaching students strong self-advocacy skills sets them up for a life that is filled with self-confidence, courage, and appropriate boundaries. - [AAC Devices Students and Teachers Love](https://www.theintentionaliep.com/aac-devices-students-teachers-love/) - Augmentative and altered communication (AAC) devices are a necessity for students who struggle to communicate through speech. They break down the barriers of communication and allow students to communicate with their teachers, aides, and classmates. While there are a variety of AAC devices and programs out there, there are a few that stand out. If - [Growing List of ELA and Math Programs for Special Ed Students](https://www.theintentionaliep.com/growing-programs-students/) - ELA and math programs for special ed students are constantly evolving. This growing list features tried and true programs and newcomers to the market. - [Free Autism Resources for Families](https://www.theintentionaliep.com/free-autism-resources-families/) - Families of children with autism often need support and guidance to help them navigate the world of autism. These free autism resources are perfect for helping them thrive! - [Better Ways to Schedule IEP Meetings and Manage Sub Coverage: What Works in Real Schools](https://www.theintentionaliep.com/iep-meetings-and-sub-coverage/) - Managing sub coverage and scheduling IEP meetings can be overwhelming. Here's how to make it easier. - [Good vs. Bad Coping Strategies for Kids](https://www.theintentionaliep.com/good-vs-bad-coping-strategies-for-kids/) - Let’s be real—coping skills are life skills. And for our students, especially those facing challenges related to trauma or executive functioning delays, those skills can make or break their day. We’ve all seen it: one student shuts down when they get a math problem wrong, another lashes out when asked to transition, and yet another - [5 Ways to Track Behavior Data](https://www.theintentionaliep.com/ways-track-behavior-data/) - Tracking student behavior and keeping a record of it can be a daunting task - especially if you have a large caseload. As with all things, the method you use has to work for you and your school. Some may find that paper and pencil behavior data collection is still the way to go. Others - [Digital Data Collection Tools for Teachers](https://www.theintentionaliep.com/digital-data-collection-tools/) - Let’s talk data collection. It’s probably one of, if not THE most important part of our job as Special Education teachers, right? Well, besides the IEP of course. But the driving factor behind an IEP is data. Data to show if the student is making progress, data to show if the student is not making - [How to Use Google Forms to Track IEP Progress](https://www.theintentionaliep.com/google-forms-track-iep-progress/) - Progress monitoring for IEPs is one of the most time-consuming, often dreaded aspects of special education. It is not that special educators do not want to monitor their students' progress, but large caseloads and sometimes hundreds of IEP goals to track can be an overwhelming task. Thankfully, technology can make it easier. Here is how - [Data Collection 101 for Teachers](https://www.theintentionaliep.com/data-collection-101/) - Data collection is fundamental to monitoring students' progress in special education, particularly concerning their Individualized Education Program (IEP) goals. Figuring out how, where, and when to collect the data can be challenging. Together we will dive into the significance of choosing the right setting for data collection, explores tools to facilitate progress monitoring, outlines step-by-step - [Tips for Digital Data Collection](https://www.theintentionaliep.com/tips-for-digital-data-collection/) - Collecting data is one of the most important jobs for special education teachers. Learn how to use digital data collection tools to make it easier. - [IEPs and Grade Level State Standards](https://www.theintentionaliep.com/ieps-and-grade-level-standards/) - How do you write IEP goals for special education students who are working below grade level? Here are our tips for writing goals for your students. - [Most Important Thing to Do to Have a Smooth IEP Meeting](https://www.theintentionaliep.com/smooth-iep-meeting/) - Want to learn the secret to running a smooth IEP meeting for everyone involved? Here is my number 1 tip for running a smooth IEP meeting every time. - [IEP Handbook for Teachers](https://www.theintentionaliep.com/iep-handbook-for-teachers/) - An IEP Handbook can help other teachers better understand a student's IEP and how to implement it. Here are the top 10 things to include in an IEP handbook. - [How to Handle Aggressive Parents](https://www.theintentionaliep.com/how-handle-aggressive-parents/) - Emotions run high during some IEP meetings, but when you know how to handle aggressive parents, it can make the situation run a lot more smoothly. - [Accessories and Supplies Needed for an AT Consult](https://www.theintentionaliep.com/accessories-and-supplies-needed-consult/) - Not sure what to bring to an AT consult? Here are some accessories and supplies that will make it easier when evaluating students for services. - [Tips for Staying Calm During IEP Season - Part 2](https://www.theintentionaliep.com/calm-iep-season/) - IEP Season can be stressful but there are things you can do to have a successful IEP season. Here are 5 tips to help you stay calm during IEP season. - [Assessments to Track Data for a New IEP](https://www.theintentionaliep.com/assessments-track-data-iep/) - When you have a new IEP, collecting accurate and thorough data is important. Here is a breakdown of the best assessments for collecting data for a new IEP. - [Types of Questions to Ask Parents Prior to an IEP Meeting](https://www.theintentionaliep.com/questions-ask-parents-meeting/) - One of the most important things you can do to make sure an IEP meeting runs smoothly is ask the right questions of parents before the meeting. - [IEP Meeting Advice from Veteran Teachers](https://www.theintentionaliep.com/meeting-veteran-teachers/) - Running your first IEP meeting does not have to be a scary endeavor. This advice from veteran teachers will help you run a successfully IEP meeting. - [Non-Restraint Based De-escalation Strategies](https://www.theintentionaliep.com/non-restraint-deescalation-strategies/) - De-escalation strategies should be part of your teaching bag of tricks. These non-restraint based ones are must haves. - [Supporting and Reporting On Students in the Inclusion Classroom](https://www.theintentionaliep.com/supporting-reporting-students-inclusion-classroom/) - While an inclusion classroom may be the least restrictive environment and proper placement for a child, reporting and supporting are needed. - [How to Better Explain IEPs to General Ed Teachers](https://www.theintentionaliep.com/explain-ieps-general-teachers/) - IEPs can be confusing! Learn how to better explain IEPs to general ed teachers in a way that makes sense and helps them get on board with them! - [What Present Levels Are and What to Include](https://www.theintentionaliep.com/what-present-levels-are-include/) - When writing an IEP it's important to consider a student's present levels of academic and functional performance and how they help write the IEP. - [Writing a Strengths-Based IEP](https://www.theintentionaliep.com/strengths-based-iep/) - Writing a strengths-based IEP can be challenging if you are only looking at academic achievements. Here are some other ways of doing it. - [iPad Apps That Read Text Aloud to Students](https://www.theintentionaliep.com/ipad-apps-read-aloud/) - Here are 5 iPad Apps that you can use in the special education classroom to read text aloud to your special needs students or struggling readers. - [After the Diagnosis: The Things That Have Helped the Most](https://www.theintentionaliep.com/diagnosis-things-helped/) - Your child has been diagnosed with special needs and is eligible for an IEP. Now what? Here are 10 tips that can make a difference in their life. - [Scaffolding vs. Differentiation in Instruction](https://www.theintentionaliep.com/scaffolding-differentiation/) - When it comes to teaching and instructional strategies, two commonly used terms are scaffolding and differentiation. While both are aimed at supporting students' learning, they serve distinct purposes and are implemented in different ways. Let's dive into the details of each to better understand their applications and benefits. Scaffolding in Instruction Scaffolding refers to the - [IEP Writing Timeline](https://www.theintentionaliep.com/iep-writing-timeline/) - Creating an IEP involves a series of steps that require collaboration among educators, parents, and other stakeholders. A well-defined timeline serves as a roadmap, guiding the team through assessments, goal setting, implementation strategies, and progress monitoring. But where do you begin and, perhaps more importantly, when should you start when you need to write an - [Understanding IEP Amendments: What Parents Need to Know](https://www.theintentionaliep.com/iep-amendments-parents/) - Individualized Education Programs (IEPs) play a crucial role in ensuring that students with disabilities receive the necessary support and accommodations to succeed in school. However, the process of amending an IEP can be complex and confusing for parents. In this blog post, we will delve into the details of IEP amendments and provide parents with - [Prompt Hierarchy and Using Prompting Effectively](https://www.theintentionaliep.com/prompting-hierarchy/) - As special education teachers, we often need to use prompting in our classroom. It is important to know what types of prompting to use and when to use them. - [How to Achieve Maintenance of Skills Learned](https://www.theintentionaliep.com/maintenance-of-skills/) - It is crucial for special education teachers to focus on maintaining the skills their students have learned and mastered in their Individualized Education Programs (IEPs). Without regular practice and reinforcement, students may easily lose the progress they have made. Just like with any skill, consistency is key to retention. Students with special needs may require - [Understanding the Importance of Signing Off on an IEP](https://www.theintentionaliep.com/signing-off-on-an-iep/) - When it comes to Individualized Education Programs (IEPs), the involvement of IEP team members is crucial in ensuring the success and effectiveness of the plan. One key aspect of this process is obtaining signatures from all team members to signify their agreement and commitment to the goals set forth in the IEP. What Does Signing - [Types of Least Restrictive Environments](https://www.theintentionaliep.com/types-least-restrictive-environments-lres/) - In special education, the concept of Least Restrictive Environments (LREs) plays a crucial role in ensuring that students with disabilities receive the appropriate level of support while being included in general education settings to the maximum extent possible. LREs refer to the educational settings where students with disabilities can learn alongside their non-disabled peers. Let's - [Note-Taking During an IEP Meeting](https://www.theintentionaliep.com/note-taking-meeting/) - During an Individualized Education Program (IEP) meeting, note-taking is essential to ensuring that special education students receive the services they need. As a special educator, documenting everything discussed during the meeting is crucial for tracking progress and ensuring that each student receives the appropriate instruction detailed in their IEP. By taking accurate and detailed notes, - [Note-Taking During an IEP Meeting](https://www.theintentionaliep.com/note-taking-meeting/) - During an Individualized Education Program (IEP) meeting, note-taking is essential to ensuring that special education students receive the services they need. As a special educator, documenting everything discussed during the meeting is crucial for tracking progress and ensuring that each student receives the appropriate instruction detailed in their IEP. By taking accurate and detailed notes, - [10+ Ways Parents Can Prep for an IEP Meeting](https://www.theintentionaliep.com/10-ways-parents-can-prep-for-an-iep-meeting/) - Walking into an IEP meeting can be stressful and nerve wracking for anyone, but especially for a parent. When a parent has a student with an IEP, they are used to hearing about the things their child can’t do more than they hear what their child can do. Most of the time, they also don’t - [The Importance of Working with General Ed Teachers on IEP Data Collection](https://www.theintentionaliep.com/working-with-general-ed-teachers/) - Collaboration between special education teachers and general education teachers is vital for the success of students with Individualized Education Programs (IEPs). Effective communication and teamwork can lead to better outcomes for students, ensuring that they receive the support they need to thrive in the classroom. Without that collaboration, IEP goals can fall by the wayside, - [What is an IEE and When Should You Request One?](https://www.theintentionaliep.com/iee-when-to-request/) - Navigating the world of special education can be complex for parents and guardians. One important component in this process is the Independent Educational Evaluation (IEE). Understanding what an IEE is, its significance, and when to request one can empower you as an advocate for your child's educational needs. What is an Independent Educational Evaluation (IEE)? - [10 Social Skills Goals for Non-Verbal Students](https://www.theintentionaliep.com/social-skills-goals-for-non-verbal-students/) - Supporting non-verbal students in developing their social skills is essential for fostering meaningful interactions and promoting inclusion in various settings. Here are ten social skills goals that can be included in an Individualized Education Program (IEP), along with explanations of their benefits. Remember that you will need to adjust the goals to make them measurable - [25 Pieces of Advice SPED Parents Wish They Got Before Their Child Got an IEP](https://www.theintentionaliep.com/advice-for-sped-parents/) - Navigating the Special Education process can be overwhelming for parents. Understanding Individualized Education Programs (IEPs) and advocating for their child's needs is a journey filled with challenges. Here are 25 valuable pieces of advice that SPED parents wish they had known earlier. Be Your Child's Best Advocate You are your child's strongest supporter. No one - [Effective Assessment Tools for Evaluating Behavior](https://www.theintentionaliep.com/assessment-tools-for-behavior/) - Behavioral assessment is crucial in educational settings, especially for special education teachers. It helps identify student needs, informs intervention strategies, and guides individualized education plans (IEPs). In this blog post, we will explore various assessment tools and methodologies that can be effective in evaluating student behavior. Functional Behavioral Assessment (FBA) The Functional Behavioral Assessment (FBA) - [Navigating Conversations About Disabilities with Parents](https://www.theintentionaliep.com/conversations-about-disabilities/) - In the classroom, teachers often face the challenge of supporting students with disabilities while respecting family dynamics. When parents prefer not to discuss their child's disability openly, it becomes crucial for educators to approach the situation with sensitivity and understanding. Navigating conversations about disabilities with parents can be tricky! The goal is to provide necessary - [Accommodations for Students with ADHD](https://www.theintentionaliep.com/accommodations-for-adhd/) - When it comes to supporting students with Attention Deficit Hyperactivity Disorder (ADHD), accommodations within an Individualized Education Program (IEP) are essential. These accommodations can help students manage their symptoms and thrive in a school setting. Possible Accommodations for ADHD It's important to recognize that each child is unique, and what works for one may not - [How to Use Correct Wording When Writing an IEP](https://www.theintentionaliep.com/correct-wording-iep/) - Writing Individualized Education Programs (IEPs) can be challenging, especially when it comes to using the correct terminology and phrasing. The way we describe a student's behaviors and needs is crucial for clarity and understanding among educators, parents, and specialists on the IEP team. Here are some effective strategies and phrases to help you articulate observations - [Proactive Behavior Plan Techniques](https://www.theintentionaliep.com/proactive-behavior-plan-techniques/) - A proactive behavior plan aims to prevent challenging behaviors by addressing their root causes and teaching positive alternatives. Implementing these techniques not only supports students in developing more appropriate behaviors but also fosters a positive learning environment. Here’s a deeper look into some common techniques used in proactive behavior plans that you might want to - [Organizing IEP Goals to Make Them Easily Accessible](https://www.theintentionaliep.com/organizing-iep-goals/) - Individualized Education Program (IEP) goals are at the heart of special education, guiding instruction, progress monitoring, and student success. However, keeping these goals organized and easily accessible in the classroom can be challenging, especially when balancing multiple students with varying needs. Whether you're a special education teacher, paraprofessional, or related service provider, having an efficient - [IEP Teams and IEP Implementation: How to](https://www.theintentionaliep.com/iep-teams-working-together/) - Here are a few strategies to ensure that your special education students’ needs are being met and that all IEP team members are on the same page. - [Compensatory Education Services: Understanding Support When FAPE Falls Short](https://www.theintentionaliep.com/compensatory-education/) - When a student with an Individualized Education Program (IEP) doesn't receive the services they are legally entitled to, the impact can ripple far beyond missed sessions or delayed support. It can mean lost progress, stalled development, and real emotional and academic consequences. Compensatory education services are designed to help fill those gaps. Rooted in the - [Understanding the Prereferral Process for Special Education](https://www.theintentionaliep.com/prereferral-process-special-education/) - The prereferral process is a critical first step in identifying students who may need special education services. This process helps ensure that students receive appropriate interventions and support before formal evaluations for special education eligibility are conducted. Below, we will explore the prereferral process in detail, discussing its purpose, steps, and best practices. What is - [10 Questions IEP Team Members Wish They Had Answered Before the IEP Meeting](https://www.theintentionaliep.com/questions-answered-before-iep-meeting/) - Walking into an IEP meeting without the right information feels a lot like trying to solve a puzzle with missing pieces. Parents feel overwhelmed, teachers feel rushed, and everyone around the table is trying their best—but sometimes, crucial details slip through the cracks. That's why preparing thoughtful questions before the meeting can transform the experience - [How to Store Data From Progress Monitoring](https://www.theintentionaliep.com/how-to-store-data-from-progress-monitoring/) - How you store data matters! Monitoring student progress can be a daunting task, especially when managing data for multiple students. The larger your caseload, the more chaotic things can get if you don't have a solid system for storing and organizing your progress monitoring data. A solid storage system for this data not only streamlines - [Functional Skills to Write IEP Goals For](https://www.theintentionaliep.com/functional-skills-iep-goals/) - Functional skills need IEP goals. Learn why they're important and how to help your students gain the independence they'll need. - [Questions Parents Can Ask to Facilitate Determining What Supports Their Child Needs](https://www.theintentionaliep.com/questions-parents-can-ask-iep/) - Navigating an Individualized Education Program (IEP) meeting can be complex for parents. Coming prepared with thoughtful and specific questions can help clarify the supports their child needs to succeed in the classroom and give parents a voice of confidence during the meeting. Below are expanded questions that parents can ask, along with explanations for why - [Creating a Safe Space for Parents During an IEP Meeting](https://www.theintentionaliep.com/safe-space-for-parents-iep-meeting/) - When parents attend Individualized Education Program (IEP) meetings, they often come with a mix of hope, anxiety, and uncertainty. It can be a scary time for them. Creating an environment where they feel safe and valued to ask questions is crucial for the success of these sessions. Here are effective strategies to encourage parent participation - [17 Benefits of Sending Home a Draft IEP (Present Levels + Proposed Goals) Before the Meeting](https://www.theintentionaliep.com/benefits-of-sending-home-a-draft-iep/) - Sending home a draft IEP can go a long way to helping parents understand and advocate for their child before the IEP meeting. - [Why Transition IEPs Still Need Academic Goals](https://www.theintentionaliep.com/academic-goals-in-the-transition-plan/) - If you are working on transition IEPs, it is easy to think that academic IEP goals no longer apply. But, let's look at the role of academic goals in transition IEP. - [Tips for Writing IEP Transition Plans](https://www.theintentionaliep.com/tips-for-writing-iep-transition-plans/) - If you are teaching pre-teens and teens, you will become familiar with IEP transition plans. Here are a few tips to help make the transition process smoother. - [Transitioning a Student From Elementary School to Middle School](https://www.theintentionaliep.com/transitioning-middle-school/) - As a student transitions from elementary to middle school, it can be difficult. Here are some tips for creating a transition plan for your students. - [Administrator's Role in Transition Planning](https://www.theintentionaliep.com/administrators-role-in-transition-planning/) - Administrators play a critical role in ensuring that transition planning is effective, legally compliant, and student-centered. Their leadership helps create an inclusive, supportive environment where students with disabilities receive the services and resources needed to succeed in post-secondary education, employment, and independent living. Here are 7 ways administrators can support IEP teams during transition planning: - [25 Questions IEP Teams Should Ask When Transition Planning](https://www.theintentionaliep.com/25-questions-iep-teams-should-ask-when-transition-planning/) - Transition planning is essential for students with disabilities because it prepares them for life after high school, ensuring they have the skills, resources, and confidence to succeed independently in their next stage of life. Without a structured plan, students may struggle with further education, employment, and independent living tasks, leading to decreased opportunities and independence. - [How to Write the Transition Section of an IEP](https://www.theintentionaliep.com/transition-iep-how-to/) - Transition services must be addressed no later than the first IEP that will be in effect when the child turns 16, according to the IDEA (in some states it starts earlier). The transition services must be updated annually with the child’s annual IEP, and it is important that IEP teams begin planning for a student’s - [4 Functions of Behavior](https://www.theintentionaliep.com/functions-of-behavior/) - Explore the 4 Functions of Behavior and how they impact student's actions in the classroom along with interventions you can use for each one. - [Documenting Progress on IEP Behavior Goals](https://www.theintentionaliep.com/documenting-progress-behavior-goals/) - If a student has a behavior goal, it is important to make sure you document it. Here are 5 ways you can use to documenting IEP behavior goals. - [What are Replacement Behaviors and How to Teach Them](https://www.theintentionaliep.com/replacement-behaviors/) - Teaching students replacement behaviors can be challenging but it can give them the skills they need to succeed academically and socially. - [Writing a 1:1 Support Para into an IEP](https://www.theintentionaliep.com/writing-support-para/) - Do your students need paraprofessional support to succeed in the general ed setting? If so, it is a good idea to write it in their IEP. Here's how and where to make sure it is documented. Including Paraprofessional Support Wording in an IEP For some districts, including para support in an IEP is commonplace. In - [How to Include a Para in the IEP Writing Process](https://www.theintentionaliep.com/include-para-iep/) - By including paras in the IEP writing process you can write an IEP that truly reflects students. Here are 3 easy ways to include paras in the IEP. - [How to Explain IEPs to Paras and Support Staff](https://www.theintentionaliep.com/explain-ieps/) - As a special education teacher you must take time to explain IEPs to support staff in the classroom. Here are some ways to help explain them. - [How to Effectively Communicate with Multiple Paras](https://www.theintentionaliep.com/communicate-with-multiple-paras/) - Managing a classroom with multiple paraprofessionals (paras) can be both a blessing and a challenge. But how do you communicate with multiple paras throughout the school day? Ensuring that everyone is informed, organized, and working efficiently requires clear and consistent communication. With different schedules, responsibilities, and the unique needs of each student, it's essential to - [Why Exemplary General Education Practices Aren't Specially Designed Instruction (SDI)](https://www.theintentionaliep.com/why-exemplary-general-education-practices-arent-specially-designed-instruction-sdi/) - Let's face it - students can receive accommodations and differentiation within the General Education setting, but that does not mean it is Specially Designed Instruction (SDI). In fact, it isn't. In today's blog post, we're going to break down the differences between what SDI is and what SDI is not. What are General Education Practices? - [What Goes in the Present Levels of Performance](https://www.theintentionaliep.com/present-levels-performance/) - Every IEP must include a student's present levels of performance. But what should be included in them? Here are 10 things you might include in PLOPs. - [How Often Should You Work on IEP Goals](https://www.theintentionaliep.com/work-iep-goals/) - How often should you be practicing IEP goals with your students? Here are some tips to help you decide when to practice IEP goals and how often. - [How to Help General Ed Teachers Understand Their Role in an IEP](https://www.theintentionaliep.com/teachers-role-iep/) - The IEP team is comprised of many different people, but not all of them understand their role in the IEP process or IEP implementation. General ed teachers role at the IEP table is crucial, but they can often be confused about what they are responsible for, when their participation in meetings is necessary, and how - [Rewards, Reinforcers, and Token Economies](https://www.theintentionaliep.com/rewards-reinforcers-economies/) - Learn the difference between rewards, reinforcers and token economies, and tips for using them in your special education classroom today. - [The Best Ways to Store IEPs](https://www.theintentionaliep.com/best-ways-store-ieps/) - Storing IEPs and IEP related paperwork can be challenging when you have a large caseload of students. Here are my favorite ways to store IEPs. - [How to Keep IEP Meetings on Track](https://www.theintentionaliep.com/iep-meetings-track/) - It is important to keep an IEP meeting on topic and on track. But how? These suggestions may help you keep everyone on track during an IEP meeting. - [Tips for Keeping IEPs Simple from Veteran Teachers](https://www.theintentionaliep.com/keeping-ieps-simple/) - If you are overwhelmed creating and implementing IEPs, these 7 tips and tricks from veteran teachers will help you simplify the IEP process. - [What Can Go Wrong at IEP Meetings and How to Fix It](https://www.theintentionaliep.com/wrong-iep-meetings/) - As much as we would love for IEP meetings to run smoothly, that isn't always the case. Here are some things that can go wrong in an IEP meeting and how you can fix them. - [IEP Game Changers for Parents](https://www.theintentionaliep.com/iep-game-changers-parents/) - As an IEP team, there are things you can do to help parents feel like a part of the IEP team. Here are some game-changers for special education parents. - [Parents - What to Do When You Disagree with the IEP Team](https://www.theintentionaliep.com/when-parents-disagree/) - Parents, you may not always agree with your child's IEP. So here are some tips and for what to do when you disagree with your child's IEP team. - [7 Parts of a Prior Written Notice](https://www.theintentionaliep.com/prior-written-notice/) - A Prior Written Notice is an important Pre-IEP meeting document. Find out what must be included in a PWN before you send home a student's IEP. - [Navigating New to You IEPs](https://www.theintentionaliep.com/navigating-new-ieps/) - What do you do when you inherit an IEP? Here are 7 steps to take with a new to you IEP to help make sure both the student and you can be successful. - [Questions the IEP Team Should Answer for Parents](https://www.theintentionaliep.com/iep-meeting-parent-questions/) - Being a parent of a child with special needs can mean having a lot of questions. Here are a list of questions the IEP team should answer for you. - [What to Do When an IEP Isn't Being Followed](https://www.theintentionaliep.com/iep-isnt-being-followed/) - An Individualized Education Program (IEP) is a legally binding document designed to support the unique needs of students with disabilities. When an IEP isn’t being followed, it can significantly impact a student’s educational progress and well-being. Whether you’re a parent or a teacher, there are steps you can take to address this issue effectively. Here’s - [25 Myths and Facts About IEPs](https://www.theintentionaliep.com/myths-and-facts-about-ieps/) - The myths and facts about IEPs never seem to end. The Individualized Education Program (IEP) process is a cornerstone of special education, yet it's often misunderstood. Those misunderstandings can create unnecessary anxiety for parents, educators, and students in a situation that's already stressful. Let's bust 25 common myths about IEPs and uncover the facts that - [How to Write Trauma-Informed Goals](https://www.theintentionaliep.com/trauma-informed-goals/) - Writing trauma-informed goals can make a significant difference in a student's progress and overall well-being. Here's how to write them. - [How to Invite General Ed Teachers to an IEP Meeting](https://www.theintentionaliep.com/invite-general-ed-teachers-iep-meeting/) - Inviting general education teachers to Individualized Education Program (IEP) meetings is essential for creating effective support plans for students with disabilities. These meetings are critical for ensuring that students receive the accommodations they need to thrive. While special education teachers, administrators, and service providers play vital roles, general education teachers offer important insights about the - [Collaboration Tips for IEP Teams](https://www.theintentionaliep.com/collaboration-tips-iep-teams/) - Struggling to get everyone on the IEP team on the same page? These collaboration tips for IEP teams will make it easier! - [How to Ensure Student Progress with a Large Caseload](https://www.theintentionaliep.com/student-progress-large-caseload/) - Managing a large caseload in special education is no small feat. With 30 or more students, each having multiple Individualized Education Program (IEP) goals, ensuring that every student makes progress can feel overwhelming. The key is organization, efficiency, and strategic planning. While no system is perfect, there are many ways to structure your workflow to - [The Purpose of a Prior Written Notice](https://www.theintentionaliep.com/purpose-of-pwn/) - A Prior Written Notice MUST be sent home before changes are made to an IEP. Here you'll find the purpose of a PWN and when it must be sent home. - [Ideas for Working on Executive Functioning IEP Goals at Home](https://www.theintentionaliep.com/ideas-working-executive-functioning-goals/) - Executive functioning skills are skills used every day to navigate life. Here are 7 ideas for practicing executive functioning skills at home. - [Transition Resources for Teachers](https://www.theintentionaliep.com/transition-resources-teachers/) - Here are 6 resources for teachers to help students as they transition from high school to the adult world and learn to navigate life outside of school. - [Understanding the IEP Meeting Toolkit](https://www.theintentionaliep.com/understanding-the-iep-meeting-toolkit/) - An IEP Meeting Toolkit will help you organize and prepare for your next IEP meeting. It will help you run your next IEP meeting with confidence. - [Can a Student Have an IEP and a 504 Plan?](https://www.theintentionaliep.com/both-iep-504/) - Can a student have an IEP and a 504? Find out why a student might have both and what to do if one of your special education students has both. - [8 IEP Red Flags](https://www.theintentionaliep.com/8-iep-red-flags/) - When you get a new IEP, it's important to make sure it is well written. Here are 8 red flags to watch out for when it comes to student's IEPs. - [A Step-by-Step Guide to Graphing Special Ed Data from a Google Form](https://www.theintentionaliep.com/graphing-special-google/) - Graphs are powerful visual tools that help us understand and interpret data. If you've collected data for your special ed students using a Google Form and want to present it in a clear and engaging way, graphing is the way to go. Today, we will walk you through the step-by-step process of graphing data from - [What to Do After Collecting Student Data](https://www.theintentionaliep.com/after-collecting-data/) - Learn how to streamline your process after collecting student data so that you can organize student data in less time throughout the school year. - [What to Do When IEP Goals Aren't Working](https://www.theintentionaliep.com/iep-goals-arent-working/) - If your student's IEP goals aren't working or the child seems to be struggling, it's time to take action. Here are 6 steps to take when IEP goals aren't working - [How to Develop Meaningful IEP Goals](https://www.theintentionaliep.com/developing-meaningful-iep-goals/) - Learn how to develop meaningful IEP goals that address the student's needs, are SMART goals and are aligned with the child's Present Levels. - [Why You Should Be Sending Out IEP Input Forms](https://www.theintentionaliep.com/iep-input-forms/) - Learn about IEP input forms, how to use them to collect data for a student's IEP, and why they are important to your data collection and IEP timeline. - [Explaining Accommodations and Modifications to the IEP Team](https://www.theintentionaliep.com/explaining-accommodations-modifications-team/) - Learn what the difference between a modification and an accommodation and how to explain the differences to the IEP team and special needs parents. - [Structuring IEP Goal Work in Special Education Classrooms](https://www.theintentionaliep.com/structuring-iep-goal-work/) - Learn how to structure IEP goal work so you can successful track and manage your caseload and help your students better reach their IEP goals. - [The Impossible Special Education Paperwork Pile](https://www.theintentionaliep.com/the-impossible-paperwork-pile/) - Being a special education teacher comes with a great deal of paperwork. Here are 10 tips for managing all the special education and IEP paperwork. - [Working with a Student with ODD](https://www.theintentionaliep.com/working-with-student-odd/) - As a special education teacher, working with a student with ODD can be challenging without the right mindset and resources. These ideas can help! - [How to Get Virtual Signatures on IEPs](https://www.theintentionaliep.com/virtual-iep-signatures/) - If a virtual IEP meeting is held it is important to have a plan for HOW to get signatures. Here are 4 programs you can use for virtual signatures. - [Going Over a Draft IEP with Parents](https://www.theintentionaliep.com/going-over-draft-with-parents/) - Draft IEPs are an important part of the IEP process. Here are 4 tips to help you review a draft IEP with parents and work together to create the final IEP. - [How to Send Home a Proposed IEP Draft](https://www.theintentionaliep.com/how-to-send-a-draft-iep/) - How often do you find that when you are in an IEP meeting, the parents have questions about what is included in the IEP or have questions regarding the goals, data, or maybe they just need a bit more clarity. Probably more than you would think, right? One way to help alleviate that stress and - [How to Prep for an Annual IEP Meeting](https://www.theintentionaliep.com/prep-for-annual-meeting/) - Learn how to put systems in place now to successfully plan for and hold annual IEP meetings including an IEP timeline so you don't miss anything. - [3 Tips for Progress Monitoring with a Large Caseload](https://www.theintentionaliep.com/progress-monitoring-tips/) - Progress monitoring is an important part of a special education teacher's job. Here are 3 tips to help you progress monitor a large caseload. - [9 Functional Skills for Independence](https://www.theintentionaliep.com/functional-skills-for-independence/) - Functional skills are skills that students need in order to gain independence and live independently. Here are 9 functional skills to include in an IEP. - [9 Functional Skills for Independence](https://www.theintentionaliep.com/functional-skills-for-independence/) - Functional skills are skills that students need in order to gain independence and live independently. Here are 9 functional skills to include in an IEP. - [5 Things to Do at Every IEP Meeting](https://www.theintentionaliep.com/things-every-iep-meeting/) - Here are 5 simple things special education teachers should do at EVERY IEP meeting to help the meeting run smoothly and be more successful. - [9 Types of Lesson Adaptations](https://www.theintentionaliep.com/9-types-of-adaptations/) - There are many different ways to adapt or modify a lesson or activity for your students. Here are 9 adaptations you can use with your students. - [How to Write an IEP](https://www.theintentionaliep.com/how-to-write-an-iep/) - An IEP is a blueprint to a child’s education. An IEP lays out all of the student’s needs and services. Here are some tips on how to write an IEP. - [7 Steps to Choosing IEP Goals](https://www.theintentionaliep.com/steps-choose-iep-goals/) - There is a lot that goes into choosing and creating IEP goals. These seven steps can help you determine what goals should be included in an IEP. - [Using Morning Work to Prepare Students for IEP Goal Work](https://www.theintentionaliep.com/morning-work/) - Learn how to use morning work using repetitive, predictable tasks to help students prepare IEP goal work in the special education classroom. - [How to Set Up IEP Work Bins for Your Students](https://www.theintentionaliep.com/work-bins-your-students/) - IEP work bins can be an effective way to help your special education students master their IEP goals. Here's how to set up IEP work bins in your classroom. - [How to Handle Parents with Unreasonable Expectations](https://www.theintentionaliep.com/unreasonable-expectations/) - Parents with unreasonable expectations IEPs can be a challenge to deal with. Here are some tips to dealing with parents with unreasonable expectations. - [Extracurriculars, IEPs, and the Law](https://www.theintentionaliep.com/extracurriculars-ieps-and/) - Learn about extracurricular activities and what IEPs and IDEA says about how and when special education students can participate in these activities. - [What is the Least Restrictive Environment (LRE)?](https://www.theintentionaliep.com/least-restrictive-environment-lre/) - In the field of special education, one key concept that guides decision-making regarding the placement of students with disabilities is the Least Restrictive Environment (LRE). The LRE principle underscores the importance of educating students with disabilities alongside their non-disabled peers to the greatest extent possible in order to meet their individual needs effectively. What Does - [To Add More Gen Ed Time or Not?](https://www.theintentionaliep.com/add-more-time/) - Here's how to decide if a special education student can benefit from MORE general education time and if it Least Restrictive Environment for your student. - [IEP Final Copy or Draft? Helping Parents Understand the Difference](https://www.theintentionaliep.com/iep-final-draft/) - Learn how explain draft IEPs to parents and families and help them understand their role as an important part of the IEP team for their child. - [How to Get in Touch with Parents About IEP Meetings](https://www.theintentionaliep.com/touch-with-parents/) - Parents are an essential part of the IEP team but what happens when you can't get ahold of them? Here are 6 ways to help you communicate with parents. - [FBAs, BIPs, and IEPs](https://www.theintentionaliep.com/fbas-bips-ieps/) - For a student whose behavior hinders learning, there are specific things that are required in the IEP. Let's break down FBAs, BIPs, and how they relate to IEPs. - [What Are Parents' Rights with IEPs?](https://www.theintentionaliep.com/parents-rights-ieps/) - Parents are an important part of the IEP team. Learn what parent's rights are when it comes to their child's IEP and what their role is on the IEP team. - [The Debate Over Shortened Assignments](https://www.theintentionaliep.com/debate-over-shortened-assignments/) - Are shortened assignments right for your special education students? Learn when, why and how you might use shortened assignments with your IEP students. - [Can You Record an IEP Meeting?](https://www.theintentionaliep.com/can-you-record-iep-meeting/) - For parents who are new to the special education, recording an IEP meeting might seem like a great idea. But, what does the law say about recording an IEP meeting? - [2 IEP Goals to Help Students with Transitioning Between Tasks](https://www.theintentionaliep.com/goals-help-students-transitioning/) - Set transition goals for your students to help them manage their day and schedule. Here are two examples of goals that address those concerns. - [2 IEP Goals to Help Students with Transitioning Between Tasks](https://www.theintentionaliep.com/goals-help-students-transitioning/) - Set transition goals for your students to help them manage their day and schedule. Here are two examples of goals that address those concerns. - [2 IEP Goals to Help Students with Transitioning Between Tasks](https://www.theintentionaliep.com/goals-help-students-transitioning/) - Set transition goals for your students to help them manage their day and schedule. Here are two examples of goals that address those concerns. - [What Qualifies a Child for an IEP?](https://www.theintentionaliep.com/what-qualifies-child-for-iep/) - IEPs are designed to help students get the supports and services that they need to be able to learn. Learn what qualifies a student for an IEP. - [The Power of Impact Statements in IEPs](https://www.theintentionaliep.com/impact-statements/) - Within the realm of Individualized Education Programs (IEPs), impact statements hold immense significance in helping educators identify and address the unique needs of students with disabilities. These statements go beyond a mere acknowledgment of a student's disability and delve into the specific ways in which it affects their learning and progress. By understanding the individual - [What Is an IEP?](https://www.theintentionaliep.com/what-is-an-iep/) - As a special education teacher it is important to understand what an IEP is and be able to explain it to the IEP team and special education parents. - [6 Reasons Teachers Need to Tell Parents to Get an Advocate](https://www.theintentionaliep.com/reasons-teachers-need-parents-advocate/) - When navigating IEPs there are times when an advocate can be helpful for parents and students. Here are 6 reasons parents might want an advocate. - [Surviving IEP Season](https://www.theintentionaliep.com/surviving-iep-season/) - As a special education teacher, IEP season can be stressful. Here are 5 simple tips to help your students be successful and survive IEP season. - [Who Is On The IEP Team?](https://www.theintentionaliep.com/who-is-iep-team/) - As you prepare for an IEP meeting, make sure you know who the required members of the IEP team are and who you might want to invite to participate. - [Writing an IEP for a Student with Excessive Absences](https://www.theintentionaliep.com/iep-excessive-absences/) - Writing an IEP for a student with excessive absences can be challenging. Here are 5 things to consider when writing an IEP for a student with excessive absences. - [IEP Writing Suggestions for First Year Teachers](https://www.theintentionaliep.com/writing-suggestions-teachers/) - For first-year special ed teachers, writing those first IEPs can be hard. But, it doesn't have to be. Here are 5 tips for writing your first IEPs. - [Writing an IEP for a Student with an Emotional Disturbance](https://www.theintentionaliep.com/writing-emotional-disturbance/) - Writing an IEP for a student with an emotional disturbance can be difficult. Follow these teacher-tested tips to write an IEP for students with emotional disturbances. - [The Difference Between IEP Goals and IEP Objectives](https://www.theintentionaliep.com/difference-between-goals-objectives/) - Knowing the difference between IEP goals and IEP objectives can be tricky when you sit down to write IEPs. Learn the key differences between them. - [7 Go To Tips for Your First IEP Meeting](https://www.theintentionaliep.com/tips-your-first-meeting/) - If you are preparing for your first IEP meeting as a new special education teacher, here are 7 tips to help you run a successful first IEP meeting. - [Legally - All IEPs Need to Have These Parts](https://www.theintentionaliep.com/legal-iep-parts/) - An IEP is a legally binding document and there are specific parts that must be include in an IEP. Here are 8 things every IEP legally must include. - [The Beginning Steps of the Special Ed Process](https://www.theintentionaliep.com/beginning-special-process/) - The IEP process follows similar steps for every student. If you don't know where to start when writing an IEP, here are the first steps to take. - [A Great IEP Writer Does These 5 Things](https://www.theintentionaliep.com/great-iep-writer/) - Learning how to write a great IEP takes time and practice. If you want to learn how to write a great IEP, here are 5 things to do every time you write one. - [First IEP Meeting Tips for Special Ed Teachers](https://www.theintentionaliep.com/meeting-special-teachers/) - These teacher-tested first IEP meeting tips for special education teachers can help make meetings easier and calm some of those first-meeting jitters! - [Data Collection Shortcuts That Save Teachers Time](https://www.theintentionaliep.com/collection-shortcuts-teachers/) - Data collection can be time consuming. Use these data collection shortcuts to help you save time when collecting IEP data for your students. - [Determining How Many Trials Per IEP Goal or Objective](https://www.theintentionaliep.com/determining-trials-objective/) - Each IEP you write is individualized so when you are writing IEP goals, you should choose a unit of measurement that fits each individual IEP goal. - [What to Do When You're Burned Out on Writing IEPs](https://www.theintentionaliep.com/youre-burned-writing/) - There comes a time in every special educator's life when writing IEPs leads to feelings of being burned out. Learn what to do when IEP burn out hits. - [The Best Thing I Ever Did for My IEP Writing Self](https://www.theintentionaliep.com/best-thing-writing/) - Take the stress out of writing IEPs with the IEP Toolkit. The IEP Toolkit has everything you need to write IEPs more effectively and in less time. - [How to Make Student IEP Binders](https://www.theintentionaliep.com/make-student-binders/) - Are you thinking about making data binders for your students? Use this simple system easily keep track of all your student IEP data in one place. - [Addressing Play IEP Goals Virtually](https://www.theintentionaliep.com/addressing-goals-virtually/) - With virtual teaching, figuring out the best way to address play IEP goals virtually can be challenging but they are essential for young students. - [IEP Accommodations for Virtual Learning](https://www.theintentionaliep.com/accommodations-virtual-learning/) - Distance learning poses unique challenges for students with an IEP including know what accommodations they might need for at home learning. - [Why IEPs Create Sleepless Nights for Teachers](https://www.theintentionaliep.com/sleeplessiepnights/) - If you are struggling with IEP writing, know you are not alone! We asked veteran special education teachers what worries them about IEPs and why. - [The ABC's of IEPs](https://www.theintentionaliep.com/the-abcs-of-ieps/) - There are many different things to think about when planning and writing an IEP for your students. Here is a list of all things IEP from A to Z. - [Basic Anatomy of an IEP](https://www.theintentionaliep.com/basic-anatomy-iep/) - An IEP is made up of many different parts. Each part has a specific purpose within the IEP. Let me teach you about the basic parts of an IEP. - [Why are IEPs Important?](https://www.theintentionaliep.com/why-ieps-important/) - We all know what IEP’s are- Individualized Education Programs. However, we may not understand why an IEP is so important. Let’s look at why IEPs are important! - [Why are IEPs Important?](https://www.theintentionaliep.com/why-ieps-important/) - We all know what IEP’s are- Individualized Education Programs. However, we may not understand why an IEP is so important. Let’s look at why IEPs are important! - [Why are IEPs Important?](https://www.theintentionaliep.com/why-ieps-important/) - We all know what IEP’s are- Individualized Education Programs. However, we may not understand why an IEP is so important. Let’s look at why IEPs are important! - [General Ed Teachers: Here's What You Need to Know About IEPs](https://www.theintentionaliep.com/general-teachers-heres/) - General educators may not be familiar with the IEP process. Here's a mini crash course on the important parts of the IEP for general education teachers. - [Quick Tips for Holding a Virtual IEP Meeting](https://www.theintentionaliep.com/holding-virtual-meeting/) - There are many effective ways to hold effective IEP meetings virtually, so let's take a look at some of the best practices for virtual IEP meetings. - [Special Ed Jargon Everyone Should Know](https://www.theintentionaliep.com/special-jargon-everyone/) - No matter what subject you teach, chances are that you will teach students with IEPs. That is why it’s important that you know common special ed jargon. - [Mainstreaming VS. Inclusion: What's the Difference?](https://www.theintentionaliep.com/mainstreaming-vs-inclusion-whats-the-difference/) - The terms mainstreaming and inclusion in education are often used interchangeably, but they are not the same - each having its own distinct meaning and approach to integrating students with disabilities into general education settings. What is Mainstreaming? Mainstreaming refers to placing students with disabilities in general education classrooms only when they can meet traditional - [Important Special Ed Acronyms All IEP Team Members Should Know](https://www.theintentionaliep.com/important-special-acronyms/) - The special education world often comes with unfamiliar words or phrases. Here's a handy list of some of the most common special education acronyms. - [3 Benefits of Using an IEP at a Glance](https://www.theintentionaliep.com/should-using-glance/) - IEP snapshots give a condensed version of the entire IEP. Using an IEP snapshot can help teachers quickly reference essential IEP information. - [Time Saving IEP Writing Tips for Teachers](https://www.theintentionaliep.com/time-saving-iep-writing-tips/) - Individualized Education Programs (IEPs) can be time consuming for special education teachers. But, here are some things you can do to simplify the IEP writing process. - [Streamlining the IEP Process (for Teachers)](https://www.theintentionaliep.com/streamlining-the-iep-process-for-teachers/) - Writing IEPs for special education students can be time consuming and stressful. Learn how to streamline the IEP writing process and write IEPs in less time. - [Keeping IEPs Strength Focused and Student Centered](https://www.theintentionaliep.com/keeping-ieps-student-focused/) - An IEP was never designed to be a deficit-focused document. It is important to focus on a student's strengths and not just their weaknesses when writing an IEP. - [Determining IEP Goal Mastery Criteria](https://www.theintentionaliep.com/determining-iep-goal-mastery-criteria/) - Learn how to determine if a IEP goal is “mastered” and what criteria a child must meet before it is determined that they have mastered an IEP goal. - [What is and isn't Inclusion?](https://www.theintentionaliep.com/what-is-and-isnt-inclusion/) - While we know the definition of inclusion can be said in many ways, there are some defining characteristics of what inclusion is and what it isn't. - [3 Ways to Help Parents Advocate](https://www.theintentionaliep.com/3-ways-to-help-parents-advocate/) - As a special education teacher, it is important to support parents and help them know how to advocate for their special education students. - [Keeping Families Included in the IEP Process](https://www.theintentionaliep.com/keeping-families-included-in-the-iep-process/) - Keeping the student’s FAMILY included in the IEP process is crucial and helps create an IEP that truly reflects the student and their individual needs. - [Including Students in the IEP Process](https://www.theintentionaliep.com/including-students-in-the-iep-process/) - Every special education student should be including in the creation of their IEP. Here's how to make sure every student has a role in the IEP process. - [Tips for Writing a Rock Star IEPs](https://www.theintentionaliep.com/tips-for-writing-a-rock-star-ieps/) - A large and integral part of a special educator's job revolves around IEPs. These IEP writing tips are practical, easy to implement, and teacher-tested. - [Who to Invite to the IEP Meeting and Why](https://www.theintentionaliep.com/who-to-invite-to-the-iep-meeting-and-why/) - One of the most important parts of the IEP process is making sure to invite all the necessary attendees to the meeting. But who do you need to invite? - [Who to Ask for Input for a Child's IEP](https://www.theintentionaliep.com/who-to-ask-for-input-for-a-childs-iep/) - When writing an IEP for a student with special needs, it is important to ask for input from many different sources. Here are 5 people to ask for input on an IEP. - [The Difference Between IEPs and 504s](https://www.theintentionaliep.com/difference-between-ieps-and-504s/) - There are many acronyms in special education. IEPs and 504s are 2 you will encounter often. It is important to know the difference between them. - [IEP Meeting Do's and Don'ts](https://www.theintentionaliep.com/iep-meeting-dos-and-donts/) - What if I told you that IEP meetings don't have to be so daunting or overwhelming? Here you'll find tips to help you lead a stress free IEP meeting. - [IEP Toolkit](https://www.theintentionaliep.com/tii-iep-toolkit/) - There are so many parts to a student’s Individualized Education Program (IEP)… and these parts are constantly being changed and revised on at least a yearly basis at minimum. An IEP is a living document! As part of the IEP Team, you are responsible for drafting the entire IEP (this depends on what state you live in - [What Are Parents' Rights with IEPs?](https://www.theintentionaliep.com/parents-rights-ieps/) - Parents are an important part of the IEP team. Learn what parent's rights are when it comes to their child's IEP and what their role is on the IEP team. ## Pages - [Home - The Intentional IEP](https://www.theintentionaliep.com/) - Writing and implementing an effective IEP just got a lot easier With The Intentional IEP, you can finally ditch the stress, frustration, and overwhelm of IEPs for good SIGN ME UP You’re not alone 0% of special education teachers do not like writing IEPs 0% of special education teachers dislike writing the Present Levels andGoals/Objectives - [zzz Fake Page for Memberpress Rules READ ME zzz](https://www.theintentionaliep.com/zzz-fake-page-for-memberpress-rules-read-me-zzz/) - We had to do a fake page in order to use elementor to do a page rule. 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The Intentional IEP Are you over feeling stressed out and overwhelmed by writing IEPs? We have the answer – Join Dashboard Orders Downloads Address Payment methods Account details Log out Your account with The Intentional IEP is using a temporary password. We emailed you - [My Account](https://www.theintentionaliep.com/my-account-page/) - Welcome to Your Account! Login below to access your account information. The Intentional IEP Are you over feeling stressed out and overwhelmed by writing IEPs? We have the answer – Join Dashboard Orders Downloads Address Payment methods Account details Log out Your account with The Intentional IEP is using a temporary password. We emailed you - [The Intentional IEP Mini Courses](https://www.theintentionaliep.com/mini-courses/) - Practical Trainings. Real Strategies. Instant Access. Whether you’re brand new to special education or just need a refresher in one specific area, these mini courses were built to support you. Each one is packed with curated, classroom-tested trainings from The Intentional IEP — chosen based on real teacher feedback, high ratings, and what actually works - [Podcast Home](https://www.theintentionaliep.com/podcast-home/) - IEPs don’t have to feel complicated or time-consuming. The Intentional IEP Podcast Let’s make the process clearer and more doable – so you can focus on what really matters: your students. Hosted by Stephanie DeLussey Stephanie, a dual-certified special education and elementary teacher, IEP coach, and author, this show brings practical strategies and real-world solutions straight - [You're Still In!](https://www.theintentionaliep.com/kit-youre-still-in/) - Thank you for updating your preferences for the The Intentional IEP newsletter. You will continue to receive email updates from us. - [The Intentional IEP](https://www.theintentionaliep.com/start-here/) - Are you over feeling stressed out and overwhelmed by writing IEPs? The Intentional IEP makes choosing the right IEP goal, assessing progress, and reporting data simple, easy, and efficient SEE WHAT’S POSSIBLE! There are so many hurdles to jump each time you sit down to write an intentional and effective IEP And even though the - [The IEP Matrix](https://www.theintentionaliep.com/the-iep-matrix/) - Ever Wish You Had an Easy Way to Bridge the Skill Gap Between IEP Goals and Grade-Level Standards? …and measure progress every step of the way for your PreK-6 students with IEPs — all in one convenient place Your wish is granted! GET THE IEP MATRIX FOR ONLY $47 >> Created by a veteran special - [Tii for Schools](https://www.theintentionaliep.com/tii-for-schools/) - The Intentional IEPfor School Districts Give your Special + General Education teachers the resources they need to write better, more effective IEPs in less time CONTACT US TO LEARN MORE The one tool you need to improve student outcomes, increase teacher efficiency, and esnure your district or school is meeting IDEA requirements. Better Goals Better - [About](https://www.theintentionaliep.com/about/) - When it comes to writing IEPs, you’re looking for less stress and more collaboration We’re here to make IEP writing as easy, efficient, and effective as possible Everything We Do is for the Kids At the end of the day, we want better outcomes for kids. And we know that a rested, supported, knowledgeable teacher - [My Courses](https://www.theintentionaliep.com/my-account-page/my-courses/) - My Courses Enrolled IEP Workshop | August 2022 By Stephanie DeLussey Total Students 0 Total Lessons 5 Total Quizzes 0 0% Complete 0/5 Steps RETURN TO MY ACCOUNT - [Selected Goals](https://www.theintentionaliep.com/selected-goals/) - Selected Goals Generating PDF… Download as PDF - [Home - The Intentional IEP - Duplicate](https://www.theintentionaliep.com/home-the-intentional-iep-duplicate/) - Writing and implementing an effective IEP just got a lot easier With The Intentional IEP, you can finally ditch the stress, frustration, and overwhelm of IEPs for good SIGN ME UP You’re not alone 0% of special education teachers do not like writing IEPs 0% of special education teachers dislike writing the Present Levels andGoals/Objectives - [Summer PD Series](https://www.theintentionaliep.com/summer-pd-series/) - The Intentional IEP's popular Summer PD Series is back this summer for the 4th year and it's BIGGER than ever! We have 30 trainings lined up by expert guest speakers in the field of special education, as well as 6 bonus trainings you get immediate access to when you purchase your ticket. Summer PD Series - [SmartSite](https://www.theintentionaliep.com/smart-iep-assist/) - Ask! How is Extended School Year (ESY) determined?Start Chat How do I keep all of the IEP paperwork organized?Start Chat What IEP prep can I do over summer break?Start Chat What do I do if I’m starting a new teaching position in the fall?Start Chat How do I setup my classroom to be more inclusive?Start - [IEP Handbook | Limited Time Free Download](https://www.theintentionaliep.com/iep-handbook-limited-time-free-download/) - Create Your Own IEP Handbook👇 This limited time free download expired on April 10, 2025. You can join our newsletter to be notified of when this free resource will be available again to download. The video training below will explain what all is included in this limited time free resource. 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As a veteran special education teacher, I know a well-written IEP is essential to student growth, success, and “further education, employment and independent living”. There are so many IEP goal options out there, and you don’t need to - [Free IEP Goal Banks by Grade Level](https://www.theintentionaliep.com/iepgoalbanks/) - There’s an IEP goal for that… …and an IEP goal for that, that, and that one too! As a veteran special education teacher, I know a well-written IEP is essential to student growth, success, and “further education, employment and independent living”. There are so many IEP goal options out there, and you don’t need to - [TEST About](https://www.theintentionaliep.com/test-about/) - When it comes to writing IEPs, you’re looking for less stress and more collaboration We’re here to make IEP writing as easy, efficient, and effective as possible Everything We Do is for the Kids At the end of the day, we want better outcomes for kids. And we know that a rested, supported, knowledgeable teacher - [The Intentional IEP Book](https://www.theintentionaliep.com/the-intentional-iep-book/) - You don’t have to write IEPs alone The Intentional IEP book teaches you how to create a true team approach to writing IEPs I NEED THIS BOOK What if IEPs were a team effort You – the special education teacher – don’t have to be the only one involved in writing IEPs for your students. - [Member Resources](https://www.theintentionaliep.com/member-resources/) - Member Resources Search & Filter Show Filter - [The IEP Toolkit](https://www.theintentionaliep.com/the-iep-toolkit/) - What If You Could Cut Your IEP Writing Time in Half? …and reduce your workload, so you can take home less work and be more effective in the classroom? GET THE IEP TOOLKIT FOR ONLY $27>> 100% Secure Checkout Created by a veteran special education teacher and IEP Coach What If You Could Cut Your - [zzz Test Elementor Shelley zzz](https://www.theintentionaliep.com/zzz-test-elementor-shelley-zzz/) - Title #1 Lorem ipsum dolor sit amet conse ctetur adipisicing elit. Qui quaerat fugit quas veniam perferendis repudiandae sequi, dolore quisquam illum. Title #2 Lorem ipsum dolor sit amet conse ctetur adipisicing elit. Qui quaerat fugit quas veniam perferendis repudiandae sequi, dolore quisquam illum. Title #3 Lorem ipsum dolor sit amet conse ctetur adipisicing elit. - [Member's Only Live Trainings](https://www.theintentionaliep.com/members-only-live-trainings/) - Organizing Your IEP Goals + Setting Up IEP Goal Activities September 17, 2024 @ 6:30pm CST Yes, this live training will be recorded and then added to your Training Hub within 24 hours. ────────── Stephanie DeLussey is inviting you to a scheduled Zoom meeting. Topic: TII Member Training Time: Sep 17, 2024 06:30 PM Central - [The IEP Binder](https://www.theintentionaliep.com/the-iep-binder/) - Your IEP Binder Downloads Please make sure you are on a desktop computer or laptop to download, and not a mobile device or tablet. IEP Binder Instructional PDF 👇 IEP Binder 👇 Printable Data Sheets HERE. Editable Data Sheets (editable in Microsoft PowerPoint) 👇 DOWNLOAD DOWNLOAD DOWNLOAD If you need additional assistance with download the resources, please - [Learn IEP Basics for FREE with IEP Week](https://www.theintentionaliep.com/iepweek/) - Before the TII Team can welcome you to IEP Week, we need to share a little backstory. Hi, my name is Stephanie and I am the Founder of The Intentional IEP. The Story Behind The Intentional IEP Flashback to the end of May 2019. I was having a conversation with another teacher friend about how - [Elementary IEP Goal Bank](https://www.theintentionaliep.com/elementary-goal-bank/) - Thanks! 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Thanks to your contributions, experience, and expertise as professionals in the field of special education, we are proud to offer a growing database filled with teacher-written and -used, - [You are now opted out.](https://www.theintentionaliep.com/iepmatrix-optout/) - You are now opted out of receiving emails about the IEP Matrix™, but don't worry - you'll still get the weekly newsletter from The Intentional IEP! - [The IEP Toolkit](https://www.theintentionaliep.com/the-iep-solution-kit/) - [fusion_builder_container type=”flex” hundred_percent=”no” equal_height_columns=”no” menu_anchor=”” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” class=”” id=”” background_color=”” background_image=”” background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” parallax_speed=”0.3″ video_mp4=”” video_webm=”” video_ogv=”” video_url=”” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” overlay_color=”” video_preview_image=”” border_color=”” border_style=”solid” padding_top=”” padding_bottom=”” padding_left=”” padding_right=””][fusion_builder_row][fusion_builder_column type=”1_1″ layout=”1_1″ background_position=”left top” background_color=”” border_color=”” border_style=”solid” border_position=”all” spacing=”yes” background_image=”” background_repeat=”no-repeat” padding_top=”” padding_right=”” padding_bottom=”” padding_left=”” margin_top=”0px” margin_bottom=”0px” class=”” id=”” animation_type=”” animation_speed=”0.3″ animation_direction=”left” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” center_content=”no” - [The 5 Pillars – Free Videos](https://www.theintentionaliep.com/pillars-free-videos/) - [fusion_builder_container type=”flex” hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” align_content=”stretch” flex_align_items=”center” flex_justify_content=”center” flex_wrap=”wrap” hundred_percent_height_center_content=”yes” equal_height_columns=”no” container_tag=”div” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” border_style=”solid” box_shadow=”no” box_shadow_blur=”0″ box_shadow_spread=”0″ gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_blend_mode=”none” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” pattern_bg=”none” pattern_bg_style=”default” pattern_bg_opacity=”100″ pattern_bg_blend_mode=”normal” mask_bg=”none” mask_bg_style=”default” mask_bg_opacity=”100″ mask_bg_transform=”left” mask_bg_blend_mode=”normal” absolute=”off” absolute_devices=”small,medium,large” sticky=”off” sticky_devices=”small-visibility,medium-visibility,large-visibility” sticky_transition_offset=”0″ scroll_offset=”0″ animation_direction=”left” animation_speed=”0.3″ animation_delay=”0″ filter_hue=”0″ filter_saturation=”100″ - [The 5 Pillars - Free Videos](https://www.theintentionaliep.com/the-pillars-free-videos-pin/) - Professional development trainings geared for special education teachers are hard to come by. 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When: March 13, 2024 Time: 4PM EST / 3PM CST / 1PM PST SIGN UP HERE Learn the 5 most common IEP writing best practices in this live 1-hour webinar. When: March 14, 2024 Time: 4PM EST / - [Replay: IEP Writing Mistakes and How to Fix Them](https://www.theintentionaliep.com/replay-writing-mistakes/) - [fusion_builder_container type=”flex” hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” align_content=”stretch” flex_align_items=”flex-start” flex_justify_content=”flex-start” hundred_percent_height_center_content=”yes” equal_height_columns=”no” container_tag=”div” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” border_style=”solid” box_shadow=”no” box_shadow_blur=”0″ box_shadow_spread=”0″ gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_blend_mode=”none” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” absolute=”off” absolute_devices=”small,medium,large” sticky=”off” sticky_devices=”small-visibility,medium-visibility,large-visibility” sticky_transition_offset=”0″ scroll_offset=”0″ animation_direction=”left” animation_speed=”0.3″ filter_hue=”0″ filter_saturation=”100″ filter_brightness=”100″ filter_contrast=”100″ filter_invert=”0″ filter_sepia=”0″ filter_opacity=”100″ filter_blur=”0″ filter_hue_hover=”0″ filter_saturation_hover=”100″ filter_brightness_hover=”100″ filter_contrast_hover=”100″ filter_invert_hover=”0″ - [Replay: IEP Writing Best Practices](https://www.theintentionaliep.com/replay-writing-practices/) - [fusion_builder_container type=”flex” hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” align_content=”stretch” flex_align_items=”flex-start” flex_justify_content=”flex-start” hundred_percent_height_center_content=”yes” equal_height_columns=”no” container_tag=”div” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” border_style=”solid” box_shadow=”no” box_shadow_blur=”0″ box_shadow_spread=”0″ gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_blend_mode=”none” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” absolute=”off” absolute_devices=”small,medium,large” sticky=”off” sticky_devices=”small-visibility,medium-visibility,large-visibility” sticky_transition_offset=”0″ scroll_offset=”0″ animation_direction=”left” animation_speed=”0.3″ filter_hue=”0″ filter_saturation=”100″ filter_brightness=”100″ filter_contrast=”100″ filter_invert=”0″ filter_sepia=”0″ filter_opacity=”100″ filter_blur=”0″ filter_hue_hover=”0″ filter_saturation_hover=”100″ filter_brightness_hover=”100″ filter_contrast_hover=”100″ filter_invert_hover=”0″ - [Replay: IEP Goals 101](https://www.theintentionaliep.com/replay-iep-goals-101/) - [fusion_builder_container type=”flex” hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” align_content=”stretch” flex_align_items=”flex-start” flex_justify_content=”flex-start” hundred_percent_height_center_content=”yes” equal_height_columns=”no” container_tag=”div” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” border_style=”solid” box_shadow=”no” box_shadow_blur=”0″ box_shadow_spread=”0″ gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_blend_mode=”none” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” absolute=”off” absolute_devices=”small,medium,large” sticky=”off” sticky_devices=”small-visibility,medium-visibility,large-visibility” sticky_transition_offset=”0″ scroll_offset=”0″ animation_direction=”left” animation_speed=”0.3″ filter_hue=”0″ filter_saturation=”100″ filter_brightness=”100″ filter_contrast=”100″ filter_invert=”0″ filter_sepia=”0″ filter_opacity=”100″ filter_blur=”0″ filter_hue_hover=”0″ filter_saturation_hover=”100″ filter_brightness_hover=”100″ filter_contrast_hover=”100″ filter_invert_hover=”0″ - [PreK-6 IEP Matrix Download](https://www.theintentionaliep.com/download-prek6-matrix/) - PreK-6 IEP Matrix™ Thank you so much for purchasing the PreK-6 IEP Matrix™. You can download the files below. To download the PreK-6 IEP Matrix™ as one big PDF file, use the button below. DOWNLOAD To download the PreK-6 IEP Matrix™ as separated PDF files, use the button below. DOWNLOAD IEP Matrix™ Trainings You can - [PreK + Kinder IEP Goal Bank](https://www.theintentionaliep.com/prek-kinder-goalbank/) - [fusion_builder_container type=”flex” hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” align_content=”stretch” flex_align_items=”flex-start” flex_justify_content=”flex-start” hundred_percent_height_center_content=”yes” equal_height_columns=”no” container_tag=”div” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” spacing_medium=”” spacing_small=”” padding_dimensions_medium=”” padding_dimensions_small=”” border_sizes=”” border_style=”solid” box_shadow=”no” box_shadow_blur=”0″ box_shadow_spread=”0″ gradient_start_color=”” gradient_end_color=”” gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_blend_mode=”none” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” render_logics=”” absolute=”off” absolute_devices=”small,medium,large” sticky=”off” sticky_devices=”small-visibility,medium-visibility,large-visibility” sticky_transition_offset=”0″ scroll_offset=”0″ animation_direction=”left” animation_speed=”0.3″ filter_hue=”0″ filter_saturation=”100″ filter_brightness=”100″ filter_contrast=”100″ filter_invert=”0″ - [More IEP Help from TII](https://www.theintentionaliep.com/more-iep-help/) - [fusion_builder_container type=”flex” hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” align_content=”stretch” flex_align_items=”flex-start” flex_justify_content=”flex-start” flex_wrap=”wrap” hundred_percent_height_center_content=”yes” equal_height_columns=”no” container_tag=”div” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” spacing_medium=”” spacing_small=”” padding_dimensions_medium=”” padding_dimensions_small=”” border_sizes=”” border_style=”solid” box_shadow=”no” box_shadow_blur=”0″ box_shadow_spread=”0″ gradient_start_color=”” gradient_end_color=”” gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_position=”center center” background_repeat=”no-repeat” background_custom_size=”” background_custom_size_medium=”” background_custom_size_small=”” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_blend_mode=”none” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” pattern_bg=”none” pattern_custom_bg=”” pattern_bg_color=”” pattern_bg_style=”default” pattern_bg_opacity=”100″ pattern_bg_size=”” pattern_bg_blend_mode=”normal” mask_bg=”none” mask_custom_bg=”” mask_bg_color=”” - [Middle School IEP Goal Bank](https://www.theintentionaliep.com/middleschool-iep-goalbank/) - [fusion_builder_container type=”flex” hundred_percent=”no” hundred_percent_height=”no” hundred_percent_height_scroll=”no” align_content=”stretch” flex_align_items=”flex-start” flex_justify_content=”flex-start” hundred_percent_height_center_content=”yes” equal_height_columns=”no” container_tag=”div” hide_on_mobile=”small-visibility,medium-visibility,large-visibility” status=”published” spacing_medium=”” spacing_small=”” padding_dimensions_medium=”” padding_dimensions_small=”” border_sizes=”” border_style=”solid” box_shadow=”no” box_shadow_blur=”0″ box_shadow_spread=”0″ gradient_start_color=”” gradient_end_color=”” gradient_start_position=”0″ gradient_end_position=”100″ gradient_type=”linear” radial_direction=”center center” linear_angle=”180″ background_position=”center center” background_repeat=”no-repeat” fade=”no” background_parallax=”none” enable_mobile=”no” parallax_speed=”0.3″ background_blend_mode=”none” video_aspect_ratio=”16:9″ video_loop=”yes” video_mute=”yes” render_logics=”” absolute=”off” absolute_devices=”small,medium,large” sticky=”off” sticky_devices=”small-visibility,medium-visibility,large-visibility” sticky_transition_offset=”0″ scroll_offset=”0″ animation_direction=”left” animation_speed=”0.3″ filter_hue=”0″ filter_saturation=”100″ filter_brightness=”100″ filter_contrast=”100″ filter_invert=”0″ - [IEP Toolkit Checkout](https://www.theintentionaliep.com/iep-toolkit-confirmation/) - 🎉 Thank YOU! You have officially activated the power of IEP writing efficiency! You’re about to get all the templates, checklists, and forms you need to plan, write, and implement IEPs for your students. Get excited, in a few moments you will find a note in your inbox outlining what happens next. Here’s What Other - [IEP Writing Toolkit Confirmation](https://www.theintentionaliep.com/writing-toolkit-confirmation/) - 🎉 Thank YOU! You have officially activated the power of IEP writing efficiency! You’re about to get all the templates, checklists, and forms you need to plan, write, and implement IEPs for your students. Get excited, in a few moments you will find a note in your inbox outlining what happens next. Here’s What Other - [IEP Matrix Confirmation](https://www.theintentionaliep.com/iep-matrix-thank-you/) - 🎉 Thank YOU! You have officially activated the power of writing and aligning IEP goals! Get excited, in a few moments you will find a note in your inbox outlining what happens next. NEXT STEPS: Check your email! Join our Facebook group! Let’s Connect on Instagram! Here’s What Other Teachers Say About These Resources… Extremely - [1st + 2nd Grade IEP Goal Bank](https://www.theintentionaliep.com/1st-2nd-goalbank/) - Thanks! Your freebie is in your inbox! Go to your email inbox of the email address you just used to signup. Click on the instructions inside the email and you will instantlyreceive access to your freebie! Click to join us in our private Facebook Group of other special education teachers and service providers. - [Accomods + The Intentional IEP](https://www.theintentionaliep.com/accomods-tii/) - The collaboration that helps you write individualized IEPs more effectively and efficiently. The Intentional IEP helps you in determining IEP goals, and we all know what comes after choosing IEP goals – accommodations and modifications. Enter Accomods. 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Learning management system, combines a wide range - [Backup](https://www.theintentionaliep.com/?elementor_library=backup) - BASIC PLAN $29.99 /yearly Unlimited Access Courses Certificate After Completion High Resolution Videos 24/7 Dedicated Support Interactive practice sessions Buy This Plan POPULAR STANDARD PLAN $39.99 /yearly Unlimited Access Courses Certificate After Completion High Resolution Videos 24/7 Dedicated Support Lifetime Access All Courses Excercise Files & Notes Buy This Plan PREMIUM PLAN $49.99 /yearly Unlimited - [Yearly Pricing Plan](https://www.theintentionaliep.com/?elementor_library=yearly-pricing-plan) - BASIC PLAN $15.99 /Yearly Unlimited Access Courses Certificate After Completion High Resolution Videos 24/7 Dedicated Support Interactive practice sessions Buy This Plan POPULAR STANDARD PLAN $25.99 /Yearly Unlimited Access Courses Certificate After Completion High Resolution Videos 24/7 Dedicated Support Lifetime Access All Courses Excercise Files & Notes Buy This Plan PREMIUM PLAN $35.99 /Yearly Unlimited - [Default Kit](https://www.theintentionaliep.com/?elementor_library=default-kit-2-2) ## Memberships - [Mini Course 3 - IEP Goals](https://www.theintentionaliep.com/register/mini-course-3-iep-basics/) - [Mini Course 2 - Behaviors](https://www.theintentionaliep.com/register/mini-course-2-behaviors/) - [Mini Course 4 - Data Collection](https://www.theintentionaliep.com/register/mini-course-4-data-collection/) - [Mini Course 1 - IEP Basics](https://www.theintentionaliep.com/register/mini-course-1-iep-basics/) - [TII 6-Month Membership](https://www.theintentionaliep.com/register/tii-month-membership/) - [IEP Yearly Membership Founders](https://www.theintentionaliep.com/register/iep-yearly-founder/) - This is the yearly membership. For the monthly membership, click here. - [IEP Yearly Membership - Fall 2020](https://www.theintentionaliep.com/register/yearly-membership-fall-2020/) - This is the yearly membership. For the monthly membership, click here. - [IEP Yearly Membership](https://www.theintentionaliep.com/register/yearly-membership/) - This is the yearly membership. For the monthly membership, click here. - [IEP Monthly Membership Founders](https://www.theintentionaliep.com/register/iep-monthly-founder/) - This is the monthly membership. For the yearly membership, click here. - [IEP Monthly Membership - Fall 2020](https://www.theintentionaliep.com/register/monthly-membership-fall-2020/) - This is the monthly membership. For the yearly membership, click here. - [IEP Monthly Membership](https://www.theintentionaliep.com/register/monthly-membership/) - [Summer PD Series 2025 - June Cohort](https://www.theintentionaliep.com/register/summer-pd-series-2025-june-cohort/) - [Summer PD Series 2025 - May Cohort](https://www.theintentionaliep.com/register/summer-pd-series-2025-may-cohort/) - [7-12 Matrix](https://www.theintentionaliep.com/register/7-12-matrix/) - [PreK-6 IEP Matrix Download](https://www.theintentionaliep.com/register/prek-6-iep-matrix-download/) - [IEP Binder](https://www.theintentionaliep.com/register/iep-binder/) - [The IEP Toolkit](https://www.theintentionaliep.com/register/the-iep-toolkit/) ## Goals - [Life Skills - Fill Out a Form](https://www.theintentionaliep.com/goal/life-skills-fill-out-a-form/) - [Transition | Create a Resume](https://www.theintentionaliep.com/goal/transition-create-a-resume/) - [Play](https://www.theintentionaliep.com/goal/play-16/) - [Play](https://www.theintentionaliep.com/goal/play-17/) - [Play](https://www.theintentionaliep.com/goal/play-18/) - [Play](https://www.theintentionaliep.com/goal/play-19/) - [Play](https://www.theintentionaliep.com/goal/play-20/) - [Play](https://www.theintentionaliep.com/goal/play-21/) - [Play](https://www.theintentionaliep.com/goal/play-22/) - [Play](https://www.theintentionaliep.com/goal/play-23/) - [Play](https://www.theintentionaliep.com/goal/play-24/) - [Play](https://www.theintentionaliep.com/goal/play-25/) - [Play](https://www.theintentionaliep.com/goal/play-26/) - [Behaviors - Sportsmanship](https://www.theintentionaliep.com/goal/behaviors-sportsmanship/) - [Categories of Play - Virtual/Digital](https://www.theintentionaliep.com/goal/categories-of-play-virtual-digital/) - [Categories of Play - Virtual/Digital](https://www.theintentionaliep.com/goal/categories-of-play-virtual-digital-2/) - [Categories of Play- Constructive](https://www.theintentionaliep.com/goal/categories-of-play-constructive-2/) - [Pre-Academic Cognitive Skills - Knowledge of Hidden Items](https://www.theintentionaliep.com/goal/pre-academic-cognitive-skills-knowledge-of-hidden-items/) - [Math - Algebraic Relationships](https://www.theintentionaliep.com/goal/math-algebraic-relationships-103/) - [Math - Algebraic Relationships](https://www.theintentionaliep.com/goal/math-algebraic-relationships-104/) - [Science - Force - Motion and Energy](https://www.theintentionaliep.com/goal/science-force-motion-and-energy-71/) - [Behaviors - Authority Figures](https://www.theintentionaliep.com/goal/behaviors-authority-figures-3/) - [Behaviors - Authority Figures](https://www.theintentionaliep.com/goal/behaviors-authority-figures-4/) - [Behaviors - Personal Belongings](https://www.theintentionaliep.com/goal/behaviors-personal-belongings-2/) - [Behaviors - Request Help](https://www.theintentionaliep.com/goal/behaviors-request-help/) - [Life Skills | Sort Items to Recycle](https://www.theintentionaliep.com/goal/life-skills-sort-items-to-recycle/) - [Medications | Communicate Need](https://www.theintentionaliep.com/goal/medications-communicate-need/) - [Build a Daily Visual Schedule](https://www.theintentionaliep.com/goal/build-a-daily-visual-schedule/) - [Self Care](https://www.theintentionaliep.com/goal/self-care-106/) - [Self Care](https://www.theintentionaliep.com/goal/self-care-107/) - [Self Care](https://www.theintentionaliep.com/goal/self-care-108/) - [Self Care](https://www.theintentionaliep.com/goal/self-care-109/) - [Self Care](https://www.theintentionaliep.com/goal/self-care-110/) - [Motor Development | Combine Motor Skills](https://www.theintentionaliep.com/goal/motor-development-combine-motor-skills-2/) - [Fine Motor | Hand-Eye Coordination](https://www.theintentionaliep.com/goal/fine-motor-hand-eye-coordination/) - [Fine Motor | Hand-Eye Coordination](https://www.theintentionaliep.com/goal/fine-motor-hand-eye-coordination-2/) - [Fine Motor | Move with Rhythm](https://www.theintentionaliep.com/goal/fine-motor-move-with-rhythm-2/) - [Play](https://www.theintentionaliep.com/goal/play-12/) - [Play](https://www.theintentionaliep.com/goal/play-13/) - [Play](https://www.theintentionaliep.com/goal/play-14/) - [Play](https://www.theintentionaliep.com/goal/play-15/) - [Language Semantics - Receptive Language](https://www.theintentionaliep.com/goal/language-semantics-receptive-language-27/) - [Pre-Academic Cognitive Skills - Opposites](https://www.theintentionaliep.com/goal/pre-academic-cognitive-skills-opposites/) - [Pre-Academic Cognitive Skills - Opposites](https://www.theintentionaliep.com/goal/pre-academic-cognitive-skills-opposites-2/) - [Pre-Academic Language - Define Words](https://www.theintentionaliep.com/goal/pre-academic-language-define-words-2/) - [Adaptive Skills - Use Adaptive Equipment with Independence](https://www.theintentionaliep.com/goal/adaptive-skills-use-adaptive-equipment-with-independence/) - [Adaptive Skills - Use Adaptive Equipment with Independence](https://www.theintentionaliep.com/goal/adaptive-skills-use-adaptive-equipment-with-independence-2/) - [Adaptive Skills - Navigation](https://www.theintentionaliep.com/goal/adaptive-skills-navigation-6/) - [Life Skills - Familiar Objects](https://www.theintentionaliep.com/goal/life-skills-familiar-objects/) - [Behavior Interactions - Extra Curricular Activities](https://www.theintentionaliep.com/goal/behavior-interactions-extra-curricular-activities/) - [Behavior Interactions - Extra Curricular Activities](https://www.theintentionaliep.com/goal/behavior-interactions-extra-curricular-activities-2/) - [Behavior Interactions - Needs of Family Members](https://www.theintentionaliep.com/goal/behavior-interactions-needs-of-family-members/) - [Behavior Interactions - Needs of Family Members](https://www.theintentionaliep.com/goal/behavior-interactions-needs-of-family-members-2/) - [Behavior Interactions - Needs of Family Members](https://www.theintentionaliep.com/goal/behavior-interactions-needs-of-family-members-3/) - [Behavior Interactions - Needs of Family Members](https://www.theintentionaliep.com/goal/behavior-interactions-needs-of-family-members-4/) - [Behavior Self Concept - Control](https://www.theintentionaliep.com/goal/behavior-self-concept-control/) - [Behavior Self Concept - Male/Female](https://www.theintentionaliep.com/goal/behavior-self-concept-male-female/) - [Behavior Self Concept - Milestones](https://www.theintentionaliep.com/goal/behavior-self-concept-milestones/) - [Behavior Self Concept - Personal Needs](https://www.theintentionaliep.com/goal/behavior-self-concept-personal-needs/) - [Behavior Self Concept - Personal Needs](https://www.theintentionaliep.com/goal/behavior-self-concept-personal-needs-2/) - [Behavior Self Concept - Responsibilities](https://www.theintentionaliep.com/goal/behavior-self-concept-responsibilities/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-56/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-57/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-58/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-59/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-60/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-61/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-62/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-63/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-64/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-65/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-66/) - [Foundational Skills - Identify Left and Right](https://www.theintentionaliep.com/goal/foundational-skills-identify-left-and-right-4/) - [Basic Reading - Left/Right](https://www.theintentionaliep.com/goal/basic-reading-left-right/) - [Basic Reading - Left/Right](https://www.theintentionaliep.com/goal/basic-reading-left-right-2/) - [Basic Reading - Match Pictures and Labels](https://www.theintentionaliep.com/goal/basic-reading-match-pictures-and-labels/) - [Basic Reading - Encoding](https://www.theintentionaliep.com/goal/basic-reading-encoding-3/) - [Language Semantics - Receptive Language](https://www.theintentionaliep.com/goal/language-semantics-receptive-language-26/) - [Sentences about Pictures | Verbal Comprehension | Picture Comprehension](https://www.theintentionaliep.com/goal/sentences-about-pictures-verbal-comprehension-picture-comprehension/) - [Written Expression - Label Drawings](https://www.theintentionaliep.com/goal/written-expression-label-drawings-2/) - [Written Expression - Label Drawings](https://www.theintentionaliep.com/goal/written-expression-label-drawings-3/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-39/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-63/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-64/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-65/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-66/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-40/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-41/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-53/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-67/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-68/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-42/) - [Language Acquisition - Language Pragmatics](https://www.theintentionaliep.com/goal/language-acquisition-language-pragmatics-31/) - [Language Acquisition - Language Pragmatics](https://www.theintentionaliep.com/goal/language-acquisition-language-pragmatics-32/) - [Behavior Interactions - Say Thank You](https://www.theintentionaliep.com/goal/behavior-interactions-say-thank-you/) - [Behavior Self Concept - Request Items](https://www.theintentionaliep.com/goal/behavior-self-concept-request-items/) - [Communication | Use Visual Schedule](https://www.theintentionaliep.com/goal/communication-use-visual-schedule/) - [Executive Functioning + Problem Solving | Observation](https://www.theintentionaliep.com/goal/executive-functioning-problem-solving-observation/) - [Executive Functioning + Problem Solving | Observation](https://www.theintentionaliep.com/goal/executive-functioning-problem-solving-observation-2/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-54/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-55/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-55/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-52/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-28/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-29/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-30/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-56/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-31/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-57/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-32/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-33/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-34/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-35/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-36/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-37/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-58/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-59/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-38/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-60/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-61/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-62/) - [Deaf/Hard of Hearing | Say Matched Nasal Voiced/Voiceless Words](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-say-matched-nasal-voiced-voiceless-words-2/) - [Deaf/Hard of Hearing | Say Matched Nasal Voiced/Voiceless Words](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-say-matched-nasal-voiced-voiceless-words-3/) - [Deaf/Hard of Hearing | Say Matched Nasal Voiced/Voiceless Words](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-say-matched-nasal-voiced-voiceless-words-4/) - [Behavior Interactions - Authority Figures](https://www.theintentionaliep.com/goal/behavior-interactions-authority-figures/) - [Behavior Interactions - Authority Figures and Occupations](https://www.theintentionaliep.com/goal/behavior-interactions-authority-figures-and-occupations/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-47/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-23/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-48/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-24/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-49/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-25/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-50/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-50/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-51/) - [Social Skills - Emotional Development](https://www.theintentionaliep.com/goal/social-skills-emotional-development-51/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-26/) - [Interpersonal Skills](https://www.theintentionaliep.com/goal/interpersonal-skills-27/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-52/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-53/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-54/) - [Communication | Use Gestures to Communicate](https://www.theintentionaliep.com/goal/communication-use-gestures-to-communicate-2/) - [Pre-Academic Language - Participate in Conversation](https://www.theintentionaliep.com/goal/pre-academic-language-participate-in-conversation/) - [Deaf/Hard of Hearing | Finger Spell Essential Information](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-finger-spell-essential-information/) - [Deaf/Hard of Hearing | Finger Spell Essential Information](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-finger-spell-essential-information-2/) - [Deaf/Hard of Hearing | Identify Isolated Words](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-identify-isolated-words/) - [Deaf/Hard of Hearing | Identify Isolated Words](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-identify-isolated-words-2/) - [Deaf/Hard of Hearing | Lip Reading](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-lip-reading/) - [Deaf/Hard of Hearing | Lip Reading](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-lip-reading-2/) - [Deaf/Hard of Hearing | Lip Reading](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-lip-reading-3/) - [Deaf/Hard of Hearing | Lip Reading](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-lip-reading-4/) - [Deaf/Hard of Hearing | Lip Reading](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-lip-reading-5/) - [Deaf/Hard of Hearing | Lip Reading](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-lip-reading-6/) - [Deaf/Hard of Hearing | Lip Reading](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-lip-reading-7/) - [Deaf/Hard of Hearing | Match Numerals to Pictures of Signs](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-match-numerals-to-pictures-of-signs/) - [Deaf/Hard of Hearing | Match Numerals to Pictures of Signs](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-match-numerals-to-pictures-of-signs-2/) - [Deaf/Hard of Hearing | Perform a Story](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-perform-a-story/) - [Deaf/Hard of Hearing | Perform a Story](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-perform-a-story-2/) - [Deaf/Hard of Hearing | Rhythmic Pattern](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-rhythmic-pattern/) - [Deaf/Hard of Hearing | Rhythmic Pattern](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-rhythmic-pattern-2/) - [Deaf/Hard of Hearing | Say Matched Nasal Voiced/Voiceless Words](https://www.theintentionaliep.com/goal/deaf-hard-of-hearing-say-matched-nasal-voiced-voiceless-words/) - [Behavior Self Concept - Make Decisions](https://www.theintentionaliep.com/goal/behavior-self-concept-make-decisions-2/) - [Behaviors - Accept Corrections](https://www.theintentionaliep.com/goal/behaviors-accept-corrections/) - [Behaviors - Dismissal](https://www.theintentionaliep.com/goal/behaviors-dismissal/) - [Behaviors - Follow Directions](https://www.theintentionaliep.com/goal/behaviors-follow-directions/) - [Behaviors - Follow Directions](https://www.theintentionaliep.com/goal/behaviors-follow-directions-2/) - [Pre-Academic Cognitive Skills - Describe in Pictures](https://www.theintentionaliep.com/goal/pre-academic-cognitive-skills-describe-in-pictures-2/) - [Pre-Academic Cognitive Skills - Recognize Self](https://www.theintentionaliep.com/goal/pre-academic-cognitive-skills-recognize-self/) - [Behavior Interactions - Turn Taking](https://www.theintentionaliep.com/goal/behavior-interactions-turn-taking/) - [Communication | Use a Phone](https://www.theintentionaliep.com/goal/communication-use-a-phone/) - [Communication | Raising Hand](https://www.theintentionaliep.com/goal/communication-raising-hand/) - [Communication | Socialize with Peers](https://www.theintentionaliep.com/goal/communication-socialize-with-peers-4/) - [Communication | Speak in Sentences](https://www.theintentionaliep.com/goal/communication-speak-in-sentences/) - [Communication | State Yes or No](https://www.theintentionaliep.com/goal/communication-state-yes-or-no/) - [Communication | Tone of Voice](https://www.theintentionaliep.com/goal/communication-tone-of-voice/) - [Communication | Use Sentence on AAC Device](https://www.theintentionaliep.com/goal/communication-use-sentence-on-aac-device/) - [Communication | Wait Time](https://www.theintentionaliep.com/goal/communication-wait-time/) - [Language - Draw Picture to Show Story Meaning](https://www.theintentionaliep.com/goal/language-draw-picture-to-show-story-meaning/) - [Language - Create Own Story](https://www.theintentionaliep.com/goal/language-create-own-story/) - [Language - Express Likes and Dislikes](https://www.theintentionaliep.com/goal/language-express-likes-and-dislikes/) - [Communication | Use Gestures to Communicate](https://www.theintentionaliep.com/goal/communication-use-gestures-to-communicate/) - [Blind VI - Research](https://www.theintentionaliep.com/goal/blind-vi-research-6/) - [Blind VI - Research](https://www.theintentionaliep.com/goal/blind-vi-research-7/) - [Blind VI - Research](https://www.theintentionaliep.com/goal/blind-vi-research-8/) - [Blind VI - Telling Time](https://www.theintentionaliep.com/goal/blind-vi-telling-time-7/) - [Blind VI - Telling Time](https://www.theintentionaliep.com/goal/blind-vi-telling-time-8/) - [Blind VI - Telling Time](https://www.theintentionaliep.com/goal/blind-vi-telling-time-9/) - [Blind VI - Telling Time](https://www.theintentionaliep.com/goal/blind-vi-telling-time-10/) - [Blind VI - Telling Time](https://www.theintentionaliep.com/goal/blind-vi-telling-time-11/) - [Blind VI - Telling Time](https://www.theintentionaliep.com/goal/blind-vi-telling-time-12/) - [Blind VI - Telling Time](https://www.theintentionaliep.com/goal/blind-vi-telling-time-13/) - [Blind VI - Tracking](https://www.theintentionaliep.com/goal/blind-vi-tracking-2/) - [Blind VI - Tracking](https://www.theintentionaliep.com/goal/blind-vi-tracking-3/) - [Blind VI - Transportation](https://www.theintentionaliep.com/goal/blind-vi-transportation/) - [Blind VI - Transportation](https://www.theintentionaliep.com/goal/blind-vi-transportation-2/) - [Blind VI - Transportation](https://www.theintentionaliep.com/goal/blind-vi-transportation-3/) - [Blind VI - Transportation](https://www.theintentionaliep.com/goal/blind-vi-transportation-4/) - [Blind VI - Voting](https://www.theintentionaliep.com/goal/blind-vi-voting/) - [Blind VI - Voting](https://www.theintentionaliep.com/goal/blind-vi-voting-2/) - [Behavior Interactions - Follow Directions](https://www.theintentionaliep.com/goal/behavior-interactions-follow-directions/) - [Behavior Interactions - Follow Directions](https://www.theintentionaliep.com/goal/behavior-interactions-follow-directions-2/) - [Behaviors - Social Choices](https://www.theintentionaliep.com/goal/behaviors-social-choices/) - [Behaviors - Social Skills](https://www.theintentionaliep.com/goal/behaviors-social-skills/) - [School Behavior](https://www.theintentionaliep.com/goal/school-behavior/) - [Blind VI - Maps](https://www.theintentionaliep.com/goal/blind-vi-maps-7/) - [Blind VI - Money](https://www.theintentionaliep.com/goal/blind-vi-money-3/) - [Blind VI - Money](https://www.theintentionaliep.com/goal/blind-vi-money-4/) - [Blind VI - Money](https://www.theintentionaliep.com/goal/blind-vi-money-5/) - [Blind VI - Open Locks](https://www.theintentionaliep.com/goal/blind-vi-open-locks-2/) - [Blind VI - Open Locks](https://www.theintentionaliep.com/goal/blind-vi-open-locks-3/) - [Blind VI - Opening Locks](https://www.theintentionaliep.com/goal/blind-vi-opening-locks/) - [Blind VI - School Supply Organization](https://www.theintentionaliep.com/goal/blind-vi-school-supply-organization-3/) - [Blind VI - Clothes Organization](https://www.theintentionaliep.com/goal/blind-vi-clothes-organization/) - [Blind VI - Patterns of Materials](https://www.theintentionaliep.com/goal/blind-vi-patterns-of-materials/) - [Blind VI - Kitchen Organization](https://www.theintentionaliep.com/goal/blind-vi-kitchen-organization/) - [Blind VI - Kitchen Organization](https://www.theintentionaliep.com/goal/blind-vi-kitchen-organization-2/) - [Blind VI - Household Organization](https://www.theintentionaliep.com/goal/blind-vi-household-organization/) - [Blind VI - Household Organization](https://www.theintentionaliep.com/goal/blind-vi-household-organization-2/) - [Blind VI - Place Value](https://www.theintentionaliep.com/goal/blind-vi-place-value/) - [Blind VI - Research](https://www.theintentionaliep.com/goal/blind-vi-research-4/) - [Blind VI - Research](https://www.theintentionaliep.com/goal/blind-vi-research-5/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-68/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-69/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-70/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-71/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-72/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-73/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-74/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-75/) - [Behavior Interactions - Social Situations](https://www.theintentionaliep.com/goal/behavior-interactions-social-situations-2/) - [Behavior Interactions - Social Skills](https://www.theintentionaliep.com/goal/behavior-interactions-social-skills/) - [Behavior Interactions - Teasing](https://www.theintentionaliep.com/goal/behavior-interactions-teasing/) - [Behavior Self Concept - Ignore](https://www.theintentionaliep.com/goal/behavior-self-concept-ignore/) - [Behavior Self Concept - Polite Language](https://www.theintentionaliep.com/goal/behavior-self-concept-polite-language/) - [Behaviors - Enter Classroom](https://www.theintentionaliep.com/goal/behaviors-enter-classroom/) - [Behaviors - Enter Classroom](https://www.theintentionaliep.com/goal/behaviors-enter-classroom-2/) - [Behaviors - Eye Contact](https://www.theintentionaliep.com/goal/behaviors-eye-contact/) - [Behaviors - Name Calling](https://www.theintentionaliep.com/goal/behaviors-name-calling/) - [Behaviors - Name Calling](https://www.theintentionaliep.com/goal/behaviors-name-calling-2/) - [Behaviors - School Rules](https://www.theintentionaliep.com/goal/behaviors-school-rules/) - [Behaviors - Social Behaviors](https://www.theintentionaliep.com/goal/behaviors-social-behaviors/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-48/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-49/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-50/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-51/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-52/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-53/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-54/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-55/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-56/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-57/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-58/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-59/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-60/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-61/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-62/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-63/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-64/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-65/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-66/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-67/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-28/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-29/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-30/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-31/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-32/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-33/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-34/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-35/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-36/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-37/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-38/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-39/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-40/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-41/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-42/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-43/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-44/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-45/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-46/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-47/) - [Work Habits + Behavior | Undesired Behaviors](https://www.theintentionaliep.com/goal/work-habits-behavior-undesired-behaviors/) - [Social Skills - Transition](https://www.theintentionaliep.com/goal/social-skills-transition/) - [Social Skills - Transitions](https://www.theintentionaliep.com/goal/social-skills-transitions/) - [Social Skills - Respect Classroom Property](https://www.theintentionaliep.com/goal/social-skills-respect-classroom-property-2/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-12/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-13/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-14/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-15/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-16/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-17/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-18/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-19/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-20/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-21/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-22/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-23/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-24/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-25/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-26/) - [Vocational - At School](https://www.theintentionaliep.com/goal/vocational-at-school-27/) - [Work Habits | Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion-9/) - [Work Habits | Mastered Skills](https://www.theintentionaliep.com/goal/work-habits-mastered-skills/) - [Work Habits | Follow Routine](https://www.theintentionaliep.com/goal/work-habits-follow-routine/) - [Work Habits | Prioritize To Do](https://www.theintentionaliep.com/goal/work-habits-prioritize-to-do/) - [Work Habits - Agenda](https://www.theintentionaliep.com/goal/work-habits-agenda/) - [Work Habits - Attendance](https://www.theintentionaliep.com/goal/work-habits-attendance/) - [Work Habits - Attendance](https://www.theintentionaliep.com/goal/work-habits-attendance-2/) - [Work Habits - Attendance](https://www.theintentionaliep.com/goal/work-habits-attendance-3/) - [Work Habits - Behavior](https://www.theintentionaliep.com/goal/work-habits-behavior/) - [Work Habits - Cleanliness](https://www.theintentionaliep.com/goal/work-habits-cleanliness/) - [Work Habits - Listening](https://www.theintentionaliep.com/goal/work-habits-listening/) - [Work Habits - Non-preferred Task](https://www.theintentionaliep.com/goal/work-habits-non-preferred-task/) - [Work Habits - Schedule](https://www.theintentionaliep.com/goal/work-habits-schedule/) - [Work Habits - Task Completion](https://www.theintentionaliep.com/goal/work-habits-task-completion/) - [Work Habits - Task Completion](https://www.theintentionaliep.com/goal/work-habits-task-completion-2/) - [Work Habits - Task Completion](https://www.theintentionaliep.com/goal/work-habits-task-completion-3/) - [Work Habits - Task Completion](https://www.theintentionaliep.com/goal/work-habits-task-completion-4/) - [Work Habits - Task Completion](https://www.theintentionaliep.com/goal/work-habits-task-completion-5/) - [Work Habits - Task Completion](https://www.theintentionaliep.com/goal/work-habits-task-completion-6/) - [Work Habits - Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion-10/) - [Time Management | Transition Time](https://www.theintentionaliep.com/goal/time-management-transition-time/) - [Time Management | Transition Time](https://www.theintentionaliep.com/goal/time-management-transition-time-2/) - [Transition | Bus to school](https://www.theintentionaliep.com/goal/transition-bus-to-school/) - [Transition | Outside to Inside School](https://www.theintentionaliep.com/goal/transition-outside-to-inside-school/) - [Transition | Activity to Activity](https://www.theintentionaliep.com/goal/transition-activity-to-activity/) - [Transition | Nonacademic to Academic Task](https://www.theintentionaliep.com/goal/transition-nonacademic-to-academic-task/) - [Transition | Class to Class](https://www.theintentionaliep.com/goal/transition-class-to-class/) - [Transition | Follow Directions](https://www.theintentionaliep.com/goal/transition-follow-directions-3/) - [Transition | Follow Directions](https://www.theintentionaliep.com/goal/transition-follow-directions-4/) - [Follow Directions](https://www.theintentionaliep.com/goal/follow-directions-4/) - [Transition - Attending to Task](https://www.theintentionaliep.com/goal/transition-attending-to-task-4/) - [Work Habits | Nonpreferred Tasks](https://www.theintentionaliep.com/goal/work-habits-nonpreferred-tasks/) - [Work Habits | Focus + Task Completion](https://www.theintentionaliep.com/goal/work-habits-focus-task-completion/) - [Work Habits | Nonpreferred Tasks](https://www.theintentionaliep.com/goal/work-habits-nonpreferred-tasks-2/) - [Work Habits | Nonpreferred Tasks](https://www.theintentionaliep.com/goal/work-habits-nonpreferred-tasks-3/) - [Work Habits | Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion-5/) - [Work Habits | Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion-6/) - [Work Habits | Teacher-Directed Tasks](https://www.theintentionaliep.com/goal/work-habits-teacher-directed-tasks/) - [Work Habits | Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion-7/) - [Work Habits | Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion-8/) - [Behaviors - Turn in Assignments](https://www.theintentionaliep.com/goal/behaviors-turn-in-assignments/) - [Behaviors - Work Quietly](https://www.theintentionaliep.com/goal/behaviors-work-quietly/) - [Behaviors - Working with Peers](https://www.theintentionaliep.com/goal/behaviors-working-with-peers/) - [Life Skills - Agenda](https://www.theintentionaliep.com/goal/life-skills-agenda/) - [Life Skills - Dismissal Pack Up](https://www.theintentionaliep.com/goal/life-skills-dismissal-pack-up/) - [Life Skills - Ask for Help](https://www.theintentionaliep.com/goal/life-skills-ask-for-help/) - [Life Skills - Open and Close a Binder](https://www.theintentionaliep.com/goal/life-skills-open-and-close-a-binder-2/) - [Life Skills | Organize Papers in Binder](https://www.theintentionaliep.com/goal/life-skills-organize-papers-in-binder/) - [Life Skills - Pack Backpack](https://www.theintentionaliep.com/goal/life-skills-pack-backpack/) - [Life Skills - Pack Backpack](https://www.theintentionaliep.com/goal/life-skills-pack-backpack-2/) - [Life Skills - Pass Out Papers](https://www.theintentionaliep.com/goal/life-skills-pass-out-papers/) - [Prioritize Work Tasks](https://www.theintentionaliep.com/goal/prioritize-work-tasks/) - [School Grades | Report Card Grades](https://www.theintentionaliep.com/goal/school-grades-report-card-grades/) - [Study Skills | Organization](https://www.theintentionaliep.com/goal/study-skills-organization-3/) - [Study Skills | Select a Topic](https://www.theintentionaliep.com/goal/study-skills-select-a-topic-2/) - [Study Skills | Hand in Assignments](https://www.theintentionaliep.com/goal/study-skills-hand-in-assignments/) - [Task Completion](https://www.theintentionaliep.com/goal/task-completion/) - [Task Completion | Follow a Schedule](https://www.theintentionaliep.com/goal/task-completion-follow-a-schedule/) - [Task Completion | Nonpreferred Tasks](https://www.theintentionaliep.com/goal/task-completion-nonpreferred-tasks/) - [Time Management | Time In Between Classes](https://www.theintentionaliep.com/goal/time-management-time-in-between-classes/) - [Behaviors - Complete Assignments](https://www.theintentionaliep.com/goal/behaviors-complete-assignments-4/) - [Behaviors - Complete Assignments](https://www.theintentionaliep.com/goal/behaviors-complete-assignments-5/) - [Behaviors - Complete Assignments](https://www.theintentionaliep.com/goal/behaviors-complete-assignments-6/) - [Behaviors - Directions](https://www.theintentionaliep.com/goal/behaviors-directions/) - [Behaviors - Directions](https://www.theintentionaliep.com/goal/behaviors-directions-2/) - [Behaviors - Enter and Leave School](https://www.theintentionaliep.com/goal/behaviors-enter-and-leave-school/) - [Behaviors - Focus on Materials](https://www.theintentionaliep.com/goal/behaviors-focus-on-materials/) - [Behaviors - Focused on Materials](https://www.theintentionaliep.com/goal/behaviors-focused-on-materials/) - [Behaviors - Homework](https://www.theintentionaliep.com/goal/behaviors-homework/) - [Behaviors - Locate Materials](https://www.theintentionaliep.com/goal/behaviors-locate-materials/) - [Behaviors - Locate Materials](https://www.theintentionaliep.com/goal/behaviors-locate-materials-2/) - [Behaviors - Monitor Time Left](https://www.theintentionaliep.com/goal/behaviors-monitor-time-left/) - [Behaviors - Need Help](https://www.theintentionaliep.com/goal/behaviors-need-help/) - [Behaviors - Participation](https://www.theintentionaliep.com/goal/behaviors-participation/) - [Behaviors - Participation](https://www.theintentionaliep.com/goal/behaviors-participation-2/) - [Behaviors - Requirements](https://www.theintentionaliep.com/goal/behaviors-requirements/) - [Behaviors - Revise Assignments](https://www.theintentionaliep.com/goal/behaviors-revise-assignments/) - [Behaviors - Revise Assignments](https://www.theintentionaliep.com/goal/behaviors-revise-assignments-2/) - [Behaviors - Stay on Task](https://www.theintentionaliep.com/goal/behaviors-stay-on-task/) - [Behaviors - Time Constraints](https://www.theintentionaliep.com/goal/behaviors-time-constraints/) - [Behavior Interactions - Work with Peers and Staff](https://www.theintentionaliep.com/goal/behavior-interactions-work-with-peers-and-staff/) - [Behavior Self Concept - Help](https://www.theintentionaliep.com/goal/behavior-self-concept-help-2/) - [Behavior Self Concept - Independence/Over-Dependence](https://www.theintentionaliep.com/goal/behavior-self-concept-independence-over-dependence/) - [Behavior Self Concept - Independence/Over-Dependence](https://www.theintentionaliep.com/goal/behavior-self-concept-independence-over-dependence-2/) - [Behavior Self Concept - Make Decisions](https://www.theintentionaliep.com/goal/behavior-self-concept-make-decisions/) - [Behavior Self Concept - Proud](https://www.theintentionaliep.com/goal/behavior-self-concept-proud/) - [Behavior Self Concept - Proud](https://www.theintentionaliep.com/goal/behavior-self-concept-proud-2/) - [Behavior Self Concept - Proud](https://www.theintentionaliep.com/goal/behavior-self-concept-proud-3/) - [Behavior Self Concept - Proud](https://www.theintentionaliep.com/goal/behavior-self-concept-proud-4/) - [Behaviors - Ask for Help](https://www.theintentionaliep.com/goal/behaviors-ask-for-help/) - [Behaviors - Ask for Help](https://www.theintentionaliep.com/goal/behaviors-ask-for-help-2/) - [Behaviors - Begin Task](https://www.theintentionaliep.com/goal/behaviors-begin-task/) - [Behaviors - Centers](https://www.theintentionaliep.com/goal/behaviors-centers/) - [Behaviors - Centers](https://www.theintentionaliep.com/goal/behaviors-centers-2/) - [Behaviors - Check Assignments](https://www.theintentionaliep.com/goal/behaviors-check-assignments/) - [Behaviors - Classroom Rules](https://www.theintentionaliep.com/goal/behaviors-classroom-rules-2/) - [Behaviors - Complete Assignment](https://www.theintentionaliep.com/goal/behaviors-complete-assignment/) - [Behaviors - Complete Assignments](https://www.theintentionaliep.com/goal/behaviors-complete-assignments/) - [Behaviors - Complete Assignments](https://www.theintentionaliep.com/goal/behaviors-complete-assignments-2/) - [Behaviors - Complete Assignments](https://www.theintentionaliep.com/goal/behaviors-complete-assignments-3/) - [Executive Functioning - Shift Transition - Ending Tasks](https://www.theintentionaliep.com/goal/executive-functioning-shift-transition-ending-tasks/) - [Executive Functioning + Shift Transition | Station Rotations](https://www.theintentionaliep.com/goal/executive-functioning-shift-transition-station-rotations/) - [Executive Functioning + Shift Transition | Tolerate Tasks](https://www.theintentionaliep.com/goal/executive-functioning-shift-transition-tolerate-tasks/) - [Executive Functioning + Shift Transition | Tolerate Tasks](https://www.theintentionaliep.com/goal/executive-functioning-shift-transition-tolerate-tasks-2/) - [Executive Functioning + Shift Transition | Transition Off Preferred Task](https://www.theintentionaliep.com/goal/executive-functioning-shift-transition-transition-off-preferred-task/) - [Executive Functioning + Shift Transition | Transition Off Preferred Task](https://www.theintentionaliep.com/goal/executive-functioning-shift-transition-transition-off-preferred-task-2/) - [Executive Functioning + Shift Transition | Station Rotations](https://www.theintentionaliep.com/goal/executive-functioning-shift-transition-station-rotations-2/) - [Work Habits | Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion/) - [Work Habits | Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion-2/) - [Work Habits | Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion-3/) - [Work Habits | Work Completion](https://www.theintentionaliep.com/goal/work-habits-work-completion-4/) - [Work Habits | Work Initiation](https://www.theintentionaliep.com/goal/work-habits-work-initiation/) - [Work Habits | Work Initiation](https://www.theintentionaliep.com/goal/work-habits-work-initiation-2/) - [Work Habits | Work Initiation](https://www.theintentionaliep.com/goal/work-habits-work-initiation-3/) - [Work Habits | Fill Out an Agenda](https://www.theintentionaliep.com/goal/work-habits-fill-out-an-agenda/) - [Group Work](https://www.theintentionaliep.com/goal/group-work/) - [Adaptive Skills - Center Rotations](https://www.theintentionaliep.com/goal/adaptive-skills-center-rotations/) - [Attention to a Task - Lesson Participation](https://www.theintentionaliep.com/goal/attention-to-a-task-lesson-participation/) - [Attention to a Task](https://www.theintentionaliep.com/goal/attention-to-a-task/) - [Attention to a Task - Whole Group Lesson](https://www.theintentionaliep.com/goal/attention-to-a-task-whole-group-lesson/) - [Study Skills + Organization | Use a Checklist](https://www.theintentionaliep.com/goal/study-skills-organization-use-a-checklist-2/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-3/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-4/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-5/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-6/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-7/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-8/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-9/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-10/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-11/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-12/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-13/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-14/) - [Study Skills + Organization | Problem Solving](https://www.theintentionaliep.com/goal/study-skills-organization-problem-solving-15/) - [Work Habits | Organization](https://www.theintentionaliep.com/goal/work-habits-organization/) - [Work Habits | Self-Correction](https://www.theintentionaliep.com/goal/work-habits-self-correction/) - [Executive Functioning - Self-Correction](https://www.theintentionaliep.com/goal/executive-functioning-self-correction/) - [Executive Functioning + Work Habits | Self-Evaluation](https://www.theintentionaliep.com/goal/executive-functioning-work-habits-self-evaluation-3/) - [Executive Functioning + Work Habits | Self-Evaluation](https://www.theintentionaliep.com/goal/executive-functioning-work-habits-self-evaluation-4/) - [Executive Functioning + Shift Transition | Ending a Task](https://www.theintentionaliep.com/goal/executive-functioning-shift-transition-ending-a-task/) - [Blind VI - Charts](https://www.theintentionaliep.com/goal/blind-vi-charts-4/) - [Blind VI - Communication](https://www.theintentionaliep.com/goal/blind-vi-communication/) - [Blind VI - Maps](https://www.theintentionaliep.com/goal/blind-vi-maps-3/) - [Blind VI - Maps](https://www.theintentionaliep.com/goal/blind-vi-maps-4/) - [Blind VI - Maps](https://www.theintentionaliep.com/goal/blind-vi-maps-5/) - [Blind VI - Maps](https://www.theintentionaliep.com/goal/blind-vi-maps-6/) - [Blind VI - Open Locks](https://www.theintentionaliep.com/goal/blind-vi-open-locks/) - [Blind VI - School Supply Organization](https://www.theintentionaliep.com/goal/blind-vi-school-supply-organization/) - [Blind VI - School Supply Organization](https://www.theintentionaliep.com/goal/blind-vi-school-supply-organization-2/) - [Blind VI - Situate Materials](https://www.theintentionaliep.com/goal/blind-vi-situate-materials/) - [Blind VI - Situate Materials](https://www.theintentionaliep.com/goal/blind-vi-situate-materials-2/) - [Blind VI - Situate Self](https://www.theintentionaliep.com/goal/blind-vi-situate-self/) - [Blind VI - Situate Self](https://www.theintentionaliep.com/goal/blind-vi-situate-self-2/) - [Blind VI - Situate Self](https://www.theintentionaliep.com/goal/blind-vi-situate-self-3/) - [Blind VI - Situate Self](https://www.theintentionaliep.com/goal/blind-vi-situate-self-4/) - [Sensory Motor Integration - Visual Tracking](https://www.theintentionaliep.com/goal/sensory-motor-integration-visual-tracking/) - [Class Transition](https://www.theintentionaliep.com/goal/class-transition/) - [Organization | Maintain a Planner](https://www.theintentionaliep.com/goal/organization-maintain-a-planner/) - [Organization | Maintain a Planner](https://www.theintentionaliep.com/goal/organization-maintain-a-planner-2/) - [Study Skills + Organization | Use a Checklist](https://www.theintentionaliep.com/goal/study-skills-organization-use-a-checklist/) - [Blind VI - Reading Formats](https://www.theintentionaliep.com/goal/blind-vi-reading-formats/) - [Blind VI - Reading Formats](https://www.theintentionaliep.com/goal/blind-vi-reading-formats-2/) - [Blind VI - Reading Formats](https://www.theintentionaliep.com/goal/blind-vi-reading-formats-3/) - [Blind VI - Reading Formats](https://www.theintentionaliep.com/goal/blind-vi-reading-formats-4/) - [Blind VI - Research](https://www.theintentionaliep.com/goal/blind-vi-research/) - [Blind VI - Research](https://www.theintentionaliep.com/goal/blind-vi-research-2/) - [Blind VI - Research](https://www.theintentionaliep.com/goal/blind-vi-research-3/) - [Blind VI - Scale](https://www.theintentionaliep.com/goal/blind-vi-scale/) - [Blind VI - Scale](https://www.theintentionaliep.com/goal/blind-vi-scale-2/) - [Blind VI - Tracking](https://www.theintentionaliep.com/goal/blind-vi-tracking/) - [Blind VI | Wear Glasses](https://www.theintentionaliep.com/goal/blind-vi-wear-glasses/) - [Hearing Aid](https://www.theintentionaliep.com/goal/hearing-aid/) - [Hearing Aid](https://www.theintentionaliep.com/goal/hearing-aid-2/) - [Safety + Health | Hearing Aids](https://www.theintentionaliep.com/goal/safety-health-hearing-aids/) - [Wear Hearing Aids](https://www.theintentionaliep.com/goal/wear-hearing-aids/) - [Pre-Academic Social Play - Engage in Classroom Routine](https://www.theintentionaliep.com/goal/pre-academic-social-play-engage-in-classroom-routine/) - [Pre-Academic Social Play - Engage in Classroom Routine](https://www.theintentionaliep.com/goal/pre-academic-social-play-engage-in-classroom-routine-2/) - [Pre-Academic Social Play - Perform Errands](https://www.theintentionaliep.com/goal/pre-academic-social-play-perform-errands-2/) - [Use Visual Schedule Daily](https://www.theintentionaliep.com/goal/use-visual-schedule-daily/) - [Visual Schedule | Transition to Next Activity](https://www.theintentionaliep.com/goal/visual-schedule-transition-to-next-activity/) - [Blind VI - Computation](https://www.theintentionaliep.com/goal/blind-vi-computation-3/) - [Blind VI - Counting](https://www.theintentionaliep.com/goal/blind-vi-counting/) - [Blind VI - Division](https://www.theintentionaliep.com/goal/blind-vi-division/) - [Blind VI - Division](https://www.theintentionaliep.com/goal/blind-vi-division-2/) - [Blind VI - Division](https://www.theintentionaliep.com/goal/blind-vi-division-3/) - [Blind VI - Division](https://www.theintentionaliep.com/goal/blind-vi-division-4/) - [Blind VI - Leisure](https://www.theintentionaliep.com/goal/blind-vi-leisure/) - [Blind VI - Leisure](https://www.theintentionaliep.com/goal/blind-vi-leisure-2/) - [Blind VI - Letter Identification](https://www.theintentionaliep.com/goal/blind-vi-letter-identification/) - [Blind VI - Letter Identification](https://www.theintentionaliep.com/goal/blind-vi-letter-identification-2/) - [Blind VI - Letter Identification](https://www.theintentionaliep.com/goal/blind-vi-letter-identification-3/) - [Blind VI - Money](https://www.theintentionaliep.com/goal/blind-vi-money/) - [Blind VI - Money](https://www.theintentionaliep.com/goal/blind-vi-money-2/) - [Blind VI - Numerals](https://www.theintentionaliep.com/goal/blind-vi-numerals/) - [Blind VI - Numerals](https://www.theintentionaliep.com/goal/blind-vi-numerals-2/) - [Blind VI - Filling Out Order Forms](https://www.theintentionaliep.com/goal/blind-vi-filling-out-order-forms/) - [Blind VI - Page Numbers](https://www.theintentionaliep.com/goal/blind-vi-page-numbers/) - [Blind VI - Page Numbers](https://www.theintentionaliep.com/goal/blind-vi-page-numbers-2/) - [Blind VI - Punctuation](https://www.theintentionaliep.com/goal/blind-vi-punctuation/) - [Blind VI - Punctuation](https://www.theintentionaliep.com/goal/blind-vi-punctuation-2/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-40/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-41/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-42/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-43/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-44/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-45/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-46/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-47/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-48/) - [Written Expression](https://www.theintentionaliep.com/goal/written-expression-285/) - [Study Skills - Label an Outline](https://www.theintentionaliep.com/goal/study-skills-label-an-outline/) - [Play | Explain How to Play a Game](https://www.theintentionaliep.com/goal/play-explain-how-to-play-a-game/) - [Blind VI - Banking](https://www.theintentionaliep.com/goal/blind-vi-banking/) - [Blind VI - Banking](https://www.theintentionaliep.com/goal/blind-vi-banking-2/) - [Blind VI - Banking](https://www.theintentionaliep.com/goal/blind-vi-banking-3/) - [Blind VI - Banking](https://www.theintentionaliep.com/goal/blind-vi-banking-4/) - [Blind VI - Charts](https://www.theintentionaliep.com/goal/blind-vi-charts-2/) - [Blind VI - Charts](https://www.theintentionaliep.com/goal/blind-vi-charts-3/) - [Blind VI - Computation](https://www.theintentionaliep.com/goal/blind-vi-computation/) - [Blind VI - Computation](https://www.theintentionaliep.com/goal/blind-vi-computation-2/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-20/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-21/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-22/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-23/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-24/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-25/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-26/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-27/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-28/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-29/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-30/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-31/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-32/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-33/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-34/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-35/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-36/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-37/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-38/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-39/) - [Study Skills | Choose Topics of Interest](https://www.theintentionaliep.com/goal/study-skills-choose-topics-of-interest/) - [Study Skills | Presentation Practice](https://www.theintentionaliep.com/goal/study-skills-presentation-practice/) - [Study Skills | Share References](https://www.theintentionaliep.com/goal/study-skills-share-references/) - [Study Skills | Record Information](https://www.theintentionaliep.com/goal/study-skills-record-information/) - [Study Skills | Present Information](https://www.theintentionaliep.com/goal/study-skills-present-information/) - [Study Skills | Delivering a Report](https://www.theintentionaliep.com/goal/study-skills-delivering-a-report/) - [Study Skills | Presentation Practice](https://www.theintentionaliep.com/goal/study-skills-presentation-practice-2/) - [Study Skills | Expressive Language](https://www.theintentionaliep.com/goal/study-skills-expressive-language/) - [Study Skills | Give a Presentation](https://www.theintentionaliep.com/goal/study-skills-give-a-presentation/) - [Study Skills | Give a Presentation](https://www.theintentionaliep.com/goal/study-skills-give-a-presentation-2/) - [Study Skills | Give a Presentation](https://www.theintentionaliep.com/goal/study-skills-give-a-presentation-3/) - [Study Skills | Give a Presentation](https://www.theintentionaliep.com/goal/study-skills-give-a-presentation-4/) - [Study Skills | Give a Presentation](https://www.theintentionaliep.com/goal/study-skills-give-a-presentation-5/) - [Study Skills | Techniques](https://www.theintentionaliep.com/goal/study-skills-techniques/) - [Study Skills | Techniques](https://www.theintentionaliep.com/goal/study-skills-techniques-2/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-15/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-16/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-17/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-18/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-19/) - [Study Skills | Define Concepts](https://www.theintentionaliep.com/goal/study-skills-define-concepts-3/) - [Study Skills | Define Concepts](https://www.theintentionaliep.com/goal/study-skills-define-concepts-4/) - [Study Skills | Prior Knowledge](https://www.theintentionaliep.com/goal/study-skills-prior-knowledge/) - [Study Skills | Research Concept](https://www.theintentionaliep.com/goal/study-skills-research-concept/) - [Study Skills | Prior Knowledge](https://www.theintentionaliep.com/goal/study-skills-prior-knowledge-2/) - [Study Skills | Set a Timeline](https://www.theintentionaliep.com/goal/study-skills-set-a-timeline/) - [Study Skills | Debate](https://www.theintentionaliep.com/goal/study-skills-debate/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-14/) - [Study Skills | Self Reflection](https://www.theintentionaliep.com/goal/study-skills-self-reflection-2/) - [Study Skills | Select a Topic](https://www.theintentionaliep.com/goal/study-skills-select-a-topic/) - [Study Skills | Choose Materials of Interest](https://www.theintentionaliep.com/goal/study-skills-choose-materials-of-interest/) - [Study Skills | Take Detailed Notes](https://www.theintentionaliep.com/goal/study-skills-take-detailed-notes/) - [Study Skills | Locate Resources for Research](https://www.theintentionaliep.com/goal/study-skills-locate-resources-for-research/) - [Study Skills | Pretaught Strategies](https://www.theintentionaliep.com/goal/study-skills-pretaught-strategies/) - [Study Skills | Use Available Resources](https://www.theintentionaliep.com/goal/study-skills-use-available-resources/) - [Study Skills | Use a Rubric](https://www.theintentionaliep.com/goal/study-skills-use-a-rubric/) - [Study Skills | Use a Planner](https://www.theintentionaliep.com/goal/study-skills-use-a-planner/) - [Study Skills | Use a Calendar](https://www.theintentionaliep.com/goal/study-skills-use-a-calendar/) - [Study Skills | Presentation Preparation](https://www.theintentionaliep.com/goal/study-skills-presentation-preparation/) - [Study Skills | Presentation Preparation](https://www.theintentionaliep.com/goal/study-skills-presentation-preparation-2/) - [Study Skills | Chunking Information](https://www.theintentionaliep.com/goal/study-skills-chunking-information/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-17/) - [Study Skills | Use Planner](https://www.theintentionaliep.com/goal/study-skills-use-planner-2/) - [Study Skills | Self Help Skills](https://www.theintentionaliep.com/goal/study-skills-self-help-skills/) - [Study Skills | Self Monitor and Assess](https://www.theintentionaliep.com/goal/study-skills-self-monitor-and-assess/) - [Study Skills | Self Monitor and Assess](https://www.theintentionaliep.com/goal/study-skills-self-monitor-and-assess-2/) - [Study Skills | Study Anxiety](https://www.theintentionaliep.com/goal/study-skills-study-anxiety/) - [Study Skills | Study Anxiety](https://www.theintentionaliep.com/goal/study-skills-study-anxiety-2/) - [Study Skills | Self Monitor and Assess](https://www.theintentionaliep.com/goal/study-skills-self-monitor-and-assess-3/) - [Study Skills | Self Monitor and Assess](https://www.theintentionaliep.com/goal/study-skills-self-monitor-and-assess-4/) - [Study Skills | Review Game](https://www.theintentionaliep.com/goal/study-skills-review-game/) - [Study Skills | Review Game](https://www.theintentionaliep.com/goal/study-skills-review-game-2/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-12/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-13/) - [Study Skills | Highlight Text](https://www.theintentionaliep.com/goal/study-skills-highlight-text/) - [Study Skills | Group Notes](https://www.theintentionaliep.com/goal/study-skills-group-notes/) - [Study Skills | Group Notes](https://www.theintentionaliep.com/goal/study-skills-group-notes-2/) - [Study Skills | Timeline of Due Dates](https://www.theintentionaliep.com/goal/study-skills-timeline-of-due-dates/) - [Study Skills | Define Concepts](https://www.theintentionaliep.com/goal/study-skills-define-concepts/) - [Study Skills | Define Concepts](https://www.theintentionaliep.com/goal/study-skills-define-concepts-2/) - [Study Skills | Set Goals and Rewards](https://www.theintentionaliep.com/goal/study-skills-set-goals-and-rewards/) - [Study Skills | Organization](https://www.theintentionaliep.com/goal/study-skills-organization/) - [Study Skills | Record Daily Assignments](https://www.theintentionaliep.com/goal/study-skills-record-daily-assignments/) - [Study Skills | Planning for Assignments and Projects](https://www.theintentionaliep.com/goal/study-skills-planning-for-assignments-and-projects/) - [Study Skills | Planning for Assignments and Projects](https://www.theintentionaliep.com/goal/study-skills-planning-for-assignments-and-projects-2/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-4/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-5/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-6/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-7/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-8/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-9/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-10/) - [Study Skills | Study with Peer](https://www.theintentionaliep.com/goal/study-skills-study-with-peer/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-11/) - [Study Skills | Organization](https://www.theintentionaliep.com/goal/study-skills-organization-2/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-12/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-13/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-14/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-15/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-16/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-11/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-12/) - [Study Skills + Organization | Time Management](https://www.theintentionaliep.com/goal/study-skills-organization-time-management/) - [Study Skills + Organization | Time Management](https://www.theintentionaliep.com/goal/study-skills-organization-time-management-2/) - [Study Skills + Organization | Time Management](https://www.theintentionaliep.com/goal/study-skills-organization-time-management-3/) - [Study Skills + Organization | Time Management](https://www.theintentionaliep.com/goal/study-skills-organization-time-management-4/) - [Study Skills](https://www.theintentionaliep.com/goal/study-skills-11/) - [Study Skills | Improving Work](https://www.theintentionaliep.com/goal/study-skills-improving-work/) - [Study Skills | Review Information](https://www.theintentionaliep.com/goal/study-skills-review-information/) - [Study Skills | Use Planner](https://www.theintentionaliep.com/goal/study-skills-use-planner/) - [Study Skills | Develop Personal Study Plan](https://www.theintentionaliep.com/goal/study-skills-develop-personal-study-plan/) - [Study Skills | Develop Personal Study Plan](https://www.theintentionaliep.com/goal/study-skills-develop-personal-study-plan-2/) - [Study Skills | Self Reflection](https://www.theintentionaliep.com/goal/study-skills-self-reflection/) - [Study Skills | Setting Time to Study](https://www.theintentionaliep.com/goal/study-skills-setting-time-to-study/) - [Study Skills | Daily Study Time](https://www.theintentionaliep.com/goal/study-skills-daily-study-time/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-2/) - [Study Skills | Ready to Learn](https://www.theintentionaliep.com/goal/study-skills-ready-to-learn/) - [Study Skills | Using Study Strategies](https://www.theintentionaliep.com/goal/study-skills-using-study-strategies-3/) - [Study Skills | Increase Study Habits](https://www.theintentionaliep.com/goal/study-skills-increase-study-habits/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan-7/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan-8/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan-9/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan-10/) - [Study Skills | Purpose of Studying](https://www.theintentionaliep.com/goal/study-skills-purpose-of-studying/) - [Study Skills | Purpose of Studying](https://www.theintentionaliep.com/goal/study-skills-purpose-of-studying-2/) - [Study Skills | Recognize the Need to Study](https://www.theintentionaliep.com/goal/study-skills-recognize-the-need-to-study/) - [Study Skills | Recognize the Need to Study](https://www.theintentionaliep.com/goal/study-skills-recognize-the-need-to-study-2/) - [Study Skills | Schedule Study Sessions](https://www.theintentionaliep.com/goal/study-skills-schedule-study-sessions/) - [Study Skills | Schedule Study Sessions](https://www.theintentionaliep.com/goal/study-skills-schedule-study-sessions-2/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-2/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-3/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-4/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-5/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-6/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-7/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-8/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-9/) - [Study Skills + Organization | Taking Notes](https://www.theintentionaliep.com/goal/study-skills-organization-taking-notes-10/) - [Social Skills - Taking Turns](https://www.theintentionaliep.com/goal/social-skills-taking-turns/) - [Social Skills - Think Before Speaking](https://www.theintentionaliep.com/goal/social-skills-think-before-speaking/) - [Social Skills - Think Before Speaking](https://www.theintentionaliep.com/goal/social-skills-think-before-speaking-2/) - [Social Skills - Thinking Before Acting/Speaking](https://www.theintentionaliep.com/goal/social-skills-thinking-before-acting-speaking/) - [Social Skills - Thinking Before Acting/Speaking](https://www.theintentionaliep.com/goal/social-skills-thinking-before-acting-speaking-2/) - [Social Skills - Turn Taking](https://www.theintentionaliep.com/goal/social-skills-turn-taking/) - [Social Skills - Understand Personal Space](https://www.theintentionaliep.com/goal/social-skills-understand-personal-space/) - [Social Skills - Understand Personal Space](https://www.theintentionaliep.com/goal/social-skills-understand-personal-space-2/) - [Social Skills - Use Good Manners](https://www.theintentionaliep.com/goal/social-skills-use-good-manners/) - [Social Skills - Use Good Manners](https://www.theintentionaliep.com/goal/social-skills-use-good-manners-2/) - [Social Skills - Working Together](https://www.theintentionaliep.com/goal/social-skills-working-together-2/) - [Social Skils - Compromising](https://www.theintentionaliep.com/goal/social-skils-compromising/) - [Executive Functioning | Study Skills | Chunking](https://www.theintentionaliep.com/goal/executive-functioning-study-skills-chunking/) - [Executive Functioning | Study Skills](https://www.theintentionaliep.com/goal/executive-functioning-study-skills/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan-2/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan-3/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan-4/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan-5/) - [Organization | Personal Study Plan](https://www.theintentionaliep.com/goal/organization-personal-study-plan-6/) - [Social Skills - Participate](https://www.theintentionaliep.com/goal/social-skills-participate-2/) - [Social Skills - Personal Preference](https://www.theintentionaliep.com/goal/social-skills-personal-preference/) - [Social Skills - Personal Preferences](https://www.theintentionaliep.com/goal/social-skills-personal-preferences/) - [Social Skills - Personal Preferences](https://www.theintentionaliep.com/goal/social-skills-personal-preferences-2/) - [Social Skills - Personal Preferences](https://www.theintentionaliep.com/goal/social-skills-personal-preferences-3/) - [Social Skills - Personal Responsibility](https://www.theintentionaliep.com/goal/social-skills-personal-responsibility/) - [Social Skills - Personal Responsibility](https://www.theintentionaliep.com/goal/social-skills-personal-responsibility-2/) - [Social Skills - Play](https://www.theintentionaliep.com/goal/social-skills-play/) - [Social Skills - Play](https://www.theintentionaliep.com/goal/social-skills-play-2/) - [Social Skills - Play](https://www.theintentionaliep.com/goal/social-skills-play-3/) - [Social Skills - Praise Others](https://www.theintentionaliep.com/goal/social-skills-praise-others/) - [Social Skills - Praise Others](https://www.theintentionaliep.com/goal/social-skills-praise-others-2/) - [Social Skills - Problem Solve](https://www.theintentionaliep.com/goal/social-skills-problem-solve/) - [Social Skills - Problem Solve](https://www.theintentionaliep.com/goal/social-skills-problem-solve-2/) - [Social Skills - Problems/Conflicts](https://www.theintentionaliep.com/goal/social-skills-problems-conflicts/) - [Social Skills - Problems/Conflicts](https://www.theintentionaliep.com/goal/social-skills-problems-conflicts-2/) - [Social Skills - Recognize Feelings in Oneself](https://www.theintentionaliep.com/goal/social-skills-recognize-feelings-in-oneself-2/) - [Study Skills | Role Playing](https://www.theintentionaliep.com/goal/study-skills-role-playing-2/) - [Social Skills - Share Ideas](https://www.theintentionaliep.com/goal/social-skills-share-ideas/) - [Social Skills - Share Ideas](https://www.theintentionaliep.com/goal/social-skills-share-ideas-2/) - [Social Skills - Knowledge of Self](https://www.theintentionaliep.com/goal/social-skills-knowledge-of-self-2/) - [Social Skills - Learn to Forgive](https://www.theintentionaliep.com/goal/social-skills-learn-to-forgive/) - [Social Skills - Learn to Forgive](https://www.theintentionaliep.com/goal/social-skills-learn-to-forgive-2/) - [Social Skills - Listen Actively](https://www.theintentionaliep.com/goal/social-skills-listen-actively/) - [Social Skills - Listen Actively](https://www.theintentionaliep.com/goal/social-skills-listen-actively-2/) - [Social Skills - Maintain Concentration](https://www.theintentionaliep.com/goal/social-skills-maintain-concentration/) - [Social Skills - Maintain Concentration](https://www.theintentionaliep.com/goal/social-skills-maintain-concentration-2/) - [Social Skills - Maintaining Friendships](https://www.theintentionaliep.com/goal/social-skills-maintaining-friendships/) - [Social Skills - Maintaining Friendships](https://www.theintentionaliep.com/goal/social-skills-maintaining-friendships-2/) - [Social Skills - Make an Apology](https://www.theintentionaliep.com/goal/social-skills-make-an-apology/) - [Social Skills - Make an Apology](https://www.theintentionaliep.com/goal/social-skills-make-an-apology-2/) - [Social Skills - Make Eye Contact](https://www.theintentionaliep.com/goal/social-skills-make-eye-contact/) - [Social Skills - Make Eye Contact](https://www.theintentionaliep.com/goal/social-skills-make-eye-contact-2/) - [Social Skills - Making Others Laugh](https://www.theintentionaliep.com/goal/social-skills-making-others-laugh/) - [Social Skills - Making Others Laugh](https://www.theintentionaliep.com/goal/social-skills-making-others-laugh-2/) - [Social Skills - Negotiate](https://www.theintentionaliep.com/goal/social-skills-negotiate/) - [Social Skills - Negotiate](https://www.theintentionaliep.com/goal/social-skills-negotiate-2/) - [Social Skills - Paraphrase](https://www.theintentionaliep.com/goal/social-skills-paraphrase/) - [Social Skills - Paraphrase](https://www.theintentionaliep.com/goal/social-skills-paraphrase-2/) - [Social Skills - Participate](https://www.theintentionaliep.com/goal/social-skills-participate/) - [Social Skills - Follow Rules](https://www.theintentionaliep.com/goal/social-skills-follow-rules-2/) - [Social Skills - Following Directions](https://www.theintentionaliep.com/goal/social-skills-following-directions/) - [Social Skills - Following Directions](https://www.theintentionaliep.com/goal/social-skills-following-directions-2/) - [Social Skills - Give Criticism](https://www.theintentionaliep.com/goal/social-skills-give-criticism/) - [Social Skills - Give Criticism](https://www.theintentionaliep.com/goal/social-skills-give-criticism-2/) - [Social Skills - Having a Positive Attitude](https://www.theintentionaliep.com/goal/social-skills-having-a-positive-attitude/) - [Social Skills - Having a Positive Attitude](https://www.theintentionaliep.com/goal/social-skills-having-a-positive-attitude-2/) - [Social Skills - Help Others](https://www.theintentionaliep.com/goal/social-skills-help-others/) - [Social Skills - Help Others](https://www.theintentionaliep.com/goal/social-skills-help-others-2/) - [Social Skills - Helping Others](https://www.theintentionaliep.com/goal/social-skills-helping-others/) - [Social Skills - Helping Others](https://www.theintentionaliep.com/goal/social-skills-helping-others-2/) - [Social Skills - Identifying Social Cues](https://www.theintentionaliep.com/goal/social-skills-identifying-social-cues/) - [Social Skills - Identifying Social Cues](https://www.theintentionaliep.com/goal/social-skills-identifying-social-cues-2/) - [Social Skills - Imitate Play](https://www.theintentionaliep.com/goal/social-skills-imitate-play/) - [Social Skills - Imitate Play](https://www.theintentionaliep.com/goal/social-skills-imitate-play-2/) - [Social Skills - Independence](https://www.theintentionaliep.com/goal/social-skills-independence/) - [Social Skills - Independence](https://www.theintentionaliep.com/goal/social-skills-independence-2/) - [Social Skills - Initiate Play](https://www.theintentionaliep.com/goal/social-skills-initiate-play-2/) - [Social Skills - Initiate Play](https://www.theintentionaliep.com/goal/social-skills-initiate-play-3/) - [Social Skills - Knowledge of Self](https://www.theintentionaliep.com/goal/social-skills-knowledge-of-self/) - [Social Skills - Dealing with Frustration/Anger](https://www.theintentionaliep.com/goal/social-skills-dealing-with-frustration-anger-2/) - [Social Skills - Demonstrate Confidence](https://www.theintentionaliep.com/goal/social-skills-demonstrate-confidence/) - [Social Skills - Demonstrate Confidence](https://www.theintentionaliep.com/goal/social-skills-demonstrate-confidence-2/) - [Social Skills - Disagree Respectfully](https://www.theintentionaliep.com/goal/social-skills-disagree-respectfully/) - [Social Skills - Disagree Respectfully](https://www.theintentionaliep.com/goal/social-skills-disagree-respectfully-2/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-45/) - [Social Skills - Emotional Regulation](https://www.theintentionaliep.com/goal/social-skills-emotional-regulation-46/) - [Social Skills - Encourage Others](https://www.theintentionaliep.com/goal/social-skills-encourage-others/) - [Social Skills - Encourage Others](https://www.theintentionaliep.com/goal/social-skills-encourage-others-2/) - [Social Skills - Expected vs. Unexpected Behaviors](https://www.theintentionaliep.com/goal/social-skills-expected-vs-unexpected-behaviors/) - [Social Skills - Expected vs. Unexpected Behaviors](https://www.theintentionaliep.com/goal/social-skills-expected-vs-unexpected-behaviors-2/) - [Social Skills - Express Feelings](https://www.theintentionaliep.com/goal/social-skills-express-feelings/) - [Social Skills - Express Feelings](https://www.theintentionaliep.com/goal/social-skills-express-feelings-2/) - [Social Skills - Expressing Ideas, Feelings, and Thoughts](https://www.theintentionaliep.com/goal/social-skills-expressing-ideas-feelings-and-thoughts/) - [Social Skills - Expressing Ideas, Feelings, and Thoughts](https://www.theintentionaliep.com/goal/social-skills-expressing-ideas-feelings-and-thoughts-2/) - [Social Skills - Flexible Thinking](https://www.theintentionaliep.com/goal/social-skills-flexible-thinking/) - [Social Skills - Flexible Thinking](https://www.theintentionaliep.com/goal/social-skills-flexible-thinking-2/) - [Social Skills - Follow Directions](https://www.theintentionaliep.com/goal/social-skills-follow-directions/) - [Social Skills - Follow Directions](https://www.theintentionaliep.com/goal/social-skills-follow-directions-2/) - [Social Skills - Follow Rules](https://www.theintentionaliep.com/goal/social-skills-follow-rules/) - [Social Skills - Be Kind](https://www.theintentionaliep.com/goal/social-skills-be-kind/) - [Social Skills - Be Kind](https://www.theintentionaliep.com/goal/social-skills-be-kind-2/) - [Social Skills - Celebrate Success](https://www.theintentionaliep.com/goal/social-skills-celebrate-success/) - [Social Skills - Celebrate Success](https://www.theintentionaliep.com/goal/social-skills-celebrate-success-2/) - [Social Skills - Communicate Clearly](https://www.theintentionaliep.com/goal/social-skills-communicate-clearly/) - [Social Skills - Communicate Clearly](https://www.theintentionaliep.com/goal/social-skills-communicate-clearly-2/) - [Social Skills - Compliment Others](https://www.theintentionaliep.com/goal/social-skills-compliment-others/) - [Social Skills - Compliment Others](https://www.theintentionaliep.com/goal/social-skills-compliment-others-2/) - [Social Skills - Compromise](https://www.theintentionaliep.com/goal/social-skills-compromise/) - [Social Skills - Compromise](https://www.theintentionaliep.com/goal/social-skills-compromise-2/) - [Social Skills - Compromising](https://www.theintentionaliep.com/goal/social-skills-compromising/) - [Social Skills - Conflict Resolution](https://www.theintentionaliep.com/goal/social-skills-conflict-resolution/) - [Social Skills - Conflict Resolution](https://www.theintentionaliep.com/goal/social-skills-conflict-resolution-2/) - [Social Skills - Connect Actions and Consequences](https://www.theintentionaliep.com/goal/social-skills-connect-actions-and-consequences/) - [Social Skills - Connect Actions and Consequences](https://www.theintentionaliep.com/goal/social-skills-connect-actions-and-consequences-2/) - [Social Skills - Cooperate During Play](https://www.theintentionaliep.com/goal/social-skills-cooperate-during-play/) - [Social Skills - Cooperate During Play](https://www.theintentionaliep.com/goal/social-skills-cooperate-during-play-2/) - [Social Skills - Coping Skills](https://www.theintentionaliep.com/goal/social-skills-coping-skills/) - [Social Skills - Coping Strategies](https://www.theintentionaliep.com/goal/social-skills-coping-strategies/) - [Social Skills - Dealing with Frustration/Anger](https://www.theintentionaliep.com/goal/social-skills-dealing-with-frustration-anger/) - [Social Skills - Actions and Consequences](https://www.theintentionaliep.com/goal/social-skills-actions-and-consequences/) - [Social Skills - Actions and Consequences](https://www.theintentionaliep.com/goal/social-skills-actions-and-consequences-2/) - [Social Skills - Apologizing](https://www.theintentionaliep.com/goal/social-skills-apologizing/) - [Social Skills - Apologizing](https://www.theintentionaliep.com/goal/social-skills-apologizing-2/) - [Social Skills - Appreciate Differences](https://www.theintentionaliep.com/goal/social-skills-appreciate-differences/) - [Social Skills - Appreciate Differences](https://www.theintentionaliep.com/goal/social-skills-appreciate-differences-2/) - [Social Skills - Ask for Help](https://www.theintentionaliep.com/goal/social-skills-ask-for-help/) - [Social Skills - Ask for Help](https://www.theintentionaliep.com/goal/social-skills-ask-for-help-2/) - [Social Skills - Ask for Help](https://www.theintentionaliep.com/goal/social-skills-ask-for-help-3/) - [Social Skills - Ask for Help](https://www.theintentionaliep.com/goal/social-skills-ask-for-help-4/) - [Social Skills - Ask Permission](https://www.theintentionaliep.com/goal/social-skills-ask-permission/) - [Social Skills - Ask Permission](https://www.theintentionaliep.com/goal/social-skills-ask-permission-2/) - [Social Skills - Away From Parent](https://www.theintentionaliep.com/goal/social-skills-away-from-parent/) - [Social Skills - Away From Parents](https://www.theintentionaliep.com/goal/social-skills-away-from-parents/) - [Social Skills - Be a Good Friend](https://www.theintentionaliep.com/goal/social-skills-be-a-good-friend/) - [Social Skills - Be a Good Friend](https://www.theintentionaliep.com/goal/social-skills-be-a-good-friend-2/) - [Social Skills - Be a Good Sport](https://www.theintentionaliep.com/goal/social-skills-be-a-good-sport/) - [Social Skills - Be a Good Sport](https://www.theintentionaliep.com/goal/social-skills-be-a-good-sport-2/) - [Social Skills - Be a Good Sport](https://www.theintentionaliep.com/goal/social-skills-be-a-good-sport-3/) - [Social Skills - Be a Good Sport](https://www.theintentionaliep.com/goal/social-skills-be-a-good-sport-4/) - [Life Skills - Introducing Yourself](https://www.theintentionaliep.com/goal/life-skills-introducing-yourself-2/) - [Life Skills - Shake Hands](https://www.theintentionaliep.com/goal/life-skills-shake-hands/) - [Life Skills - Shake Hands](https://www.theintentionaliep.com/goal/life-skills-shake-hands-2/) - [Social Skills | Following Social Cues](https://www.theintentionaliep.com/goal/social-skills-following-social-cues/) - [Social Skills | Giving Hugs](https://www.theintentionaliep.com/goal/social-skills-giving-hugs/) - [Social Skills | Accepting Responses](https://www.theintentionaliep.com/goal/social-skills-accepting-responses/) - [Social Skills | Ask to Play](https://www.theintentionaliep.com/goal/social-skills-ask-to-play/) - [Social Skills | Use Communication Device](https://www.theintentionaliep.com/goal/social-skills-use-communication-device/) - [Social Skills | Use AAC to Ask to Play](https://www.theintentionaliep.com/goal/social-skills-use-aac-to-ask-to-play/) - [Social Skills | Wait Time](https://www.theintentionaliep.com/goal/social-skills-wait-time/) - [Social Skills | Wait Without Interrupting](https://www.theintentionaliep.com/goal/social-skills-wait-without-interrupting/) - [Social Skills - Accept "no" for an Answer](https://www.theintentionaliep.com/goal/social-skills-accept-no-for-an-answer/) - [Social Skills - Accept "no" for an Answer](https://www.theintentionaliep.com/goal/social-skills-accept-no-for-an-answer-2/) - [Social Skills - Accept Criticism](https://www.theintentionaliep.com/goal/social-skills-accept-criticism/) - [Social Skills - Accept Differences](https://www.theintentionaliep.com/goal/social-skills-accept-differences/) - [Social Skills - Accept Differences](https://www.theintentionaliep.com/goal/social-skills-accept-differences-2/) - [Social Skills - Accept Suggestions](https://www.theintentionaliep.com/goal/social-skills-accept-suggestions/) - [Social Skills - Accept Suggestions](https://www.theintentionaliep.com/goal/social-skills-accept-suggestions-2/) - [Social Skills - Accepting Consequences](https://www.theintentionaliep.com/goal/social-skills-accepting-consequences/) - [Social Skills - Accepting Consequences](https://www.theintentionaliep.com/goal/social-skills-accepting-consequences-2/) - [Social Skills - Share Materials](https://www.theintentionaliep.com/goal/social-skills-share-materials/) - [Social Skills - Sharing](https://www.theintentionaliep.com/goal/social-skills-sharing/) - [Social Skills - Show Empathy](https://www.theintentionaliep.com/goal/social-skills-show-empathy/) - [Social Skills - Show Empathy](https://www.theintentionaliep.com/goal/social-skills-show-empathy-2/) - [Social Skills - Stay with Group](https://www.theintentionaliep.com/goal/social-skills-stay-with-group/) - [Social Skills - Stay with Group](https://www.theintentionaliep.com/goal/social-skills-stay-with-group-2/) - [Social Skills - Take Risk](https://www.theintentionaliep.com/goal/social-skills-take-risk/) - [Social Skills - Take Risks](https://www.theintentionaliep.com/goal/social-skills-take-risks/) - [Social Skills - Greet Someone](https://www.theintentionaliep.com/goal/social-skills-greet-someone/) - [Social Skills - Greet Someone](https://www.theintentionaliep.com/goal/social-skills-greet-someone-2/) - [Social Skills - Greet Someone](https://www.theintentionaliep.com/goal/social-skills-greet-someone-3/) - [Social Skills - Greet Someone](https://www.theintentionaliep.com/goal/social-skills-greet-someone-4/) - 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What's included? 1 (one) full sheet form - generic 1 (one) half sheet form - generic 3 (three) full sheet forms - specific to IEP goals and skills for 5, - [Editable Service Minute Logs + Service Provider Logs | 22 Service Log Forms](https://www.theintentionaliep.com/product/editable-service-minute-logs-service-provider-logs-22-service-log-forms/) - Along with each student's IEP comes a list of service minutes and service providers who also have service minutes to keep track of. And the data that comes along with making sure a student has received all of their service minutes per their IEP is vital. Use these service minute data forms and the - [Editable IEP Calendars for Special Education Teachers | IEP Planner Calendar](https://www.theintentionaliep.com/product/editable-iep-calendars-for-special-education-teachers-iep-planner-calendar/) - Editable IEP calendars to help special education teachers, caseload managers, and IEP teams keep track of important dates for each student on the caseload. What's included? 1 (one) editable full year calendar in PowerPoint - 13 pages 3 (three) editable one-page IEP calendars - 3 pages 4 (four) editable multi-page calendars, including yearly and - [Editable IEP Present Level Template for Special Ed Teachers | PLAAFP PLOP](https://www.theintentionaliep.com/product/editable-iep-present-level-template-for-special-ed-teachers-plaafp-plop/) - Editable IEP Present Levels of Academic and Functional Performance template for special education teachers and IEP teams. What's included? 1 (one) editable Present Levels template in Microsoft Word - 6 pages with 1 page of directions (7 total pages) 1 (one) Present Levels checklist - one page not editable PDF The template is - [Parent Teacher Conference Form + Communication Tips](https://www.theintentionaliep.com/product/parent-teacher-conference-form-communication-tips/) - This packet includes: 1 page of successful communication tips for building rapport with families 1 page of technology tips for communication 1 parent teacher conference invitation letter 1 page conference summary note taking sheet How many pages is this resource? This resource is 4 pages in PDF format. Is this resource editable? The PDF - [Behavior Think Sheet + Behavior Reflection Sheet](https://www.theintentionaliep.com/product/behavior-think-sheet-behavior-reflection-sheet/) - This resource includes: 1 page of behavior think sheets - print and cut each page in half, there are 2 per page. Behavior Reflection - use with student to reflect back on a behavior incident How many pages is this resource? This resource is 2 pages in PDF format. Is this resource editable? The - [Extended School Year (ESY) Data Sheet + Folder Cover](https://www.theintentionaliep.com/product/extended-school-year-esy-data-sheet-folder-cover/) - Use this data sheet to track what skills were practiced, on what dates, and what the data point is for each. How many pages is this resource? This resource is 3 pages in PDF format; 2 covers and 1 data sheet. Is this resource editable? The PDF is not editable. PLEASE NOTE: This resource - [Student Attendance Tracker](https://www.theintentionaliep.com/product/student-attendance-tracker/) - Use the student attendance tracker to track student attendance, which can be vital data for an IEP team in making decisions. How many pages is this resource? This resource is 3 pages in PDF format. Is this resource editable? The PDF is not editable. PLEASE NOTE: This resource is included in every The Intentional - [Accommodations At a Glance | Accommodations Checklist](https://www.theintentionaliep.com/product/accommodations-at-a-glance-accommodations-checklist/) - Use this data sheets to keep track of when a student uses their accommodations and what the lesson was. How many pages is this resource? This resource is 1 page in PDF format. Is this resource editable? The PDF is not editable. PLEASE NOTE: This resource is included in every The Intentional IEP - [Bell Curve Poster + Bell Curve Conversion Chart](https://www.theintentionaliep.com/product/bell-curve-poster-bell-curve-conversion-chart/) - Use these two posters to explain a student's evaluation results during an IEP meeting. How many pages is this resource? This resource is 2 pages in PDF format. Is this resource editable? The PDF is not editable. PLEASE NOTE: This resource is included in every The Intentional IEP membership in the Member's Only - [Sensory Diet At a Glance | Sensory Diet Snapshot](https://www.theintentionaliep.com/product/106089/) - A sensory diet is a personalized set of activities or exercises designed to help a child with a disability regulate their sensory processing needs. Use this resource to keep track of a student's sensory diet. How many pages is this resource? This resource is 2 pages in PDF format? Is this resource editable? The - [The Special Educator's All-in-One IEP Lesson Planner | Digital Download](https://www.theintentionaliep.com/product/iep-lesson-planner/) - As a special education teacher and IEP caseload manager, it is really difficult to find an IEP Planner and a Lesson Planner all in one that works for your classroom. One with enough spots for small group planning, a curriculum calendar map, and the general calendars for the year... but also all the IEP stuff: - [IEP Process Timeline Poster + IEP Referral Timeline Poster](https://www.theintentionaliep.com/product/iep-process-timeline-poster-iep-referral-timeline-poster/) - Keep these two full color posters nearby to share with IEP team members or parents throughout the IEP referral or IEP writing processes. How many pages is this resource? 2 pages. Is this resource editable? No, this resource is a printable PDF and is not editable. These 2 posters are included in the IEP - [IEP Meeting Concerns and Discussions Parking Lot](https://www.theintentionaliep.com/product/iep-meeting-concerns-and-discussions-parking-lot/) - Use this IEP meeting concerns and discussions parking lot resource to map out what to talk about an IEP meetings and parent-teacher conferences, including data points to reference. Or you can use this as a "parking lot" during meetings to keep track of topics and discussions brought up during meetings that need additional time or - [Manifestation Determination Tracker, Flowchart, and Review Forms](https://www.theintentionaliep.com/product/manifestation-determination-tracker-flowchart-and-review-forms/) - A manifestation determination helps an IEP team determine if a child's conduct was or was not a manifestation of their disability. Use the Manifestation Determination Tracker to track how many days out of school a student has received. Use the Manifestation Determination Flowchart to learn next steps in the MD process. Use the Manifestation Determination - [Foundational Skills Checklist](https://www.theintentionaliep.com/product/foundational-skills-checklist/) - Use this foundational skills checklist to assess a student's skills prior to writing their next IEP. This can be used prior to or during evaluations or re-evaluations, and includes the following domains: English Language Arts Mathematics Writing Social and Emotional Development Communication How many pages is this resource? This checklist is 5 pages. Is this - [Parent Teacher Conference Forms](https://www.theintentionaliep.com/product/parent-teacher-conference-forms/) - Give the Parent 4-3-2-1 form to parents to learn more about your students from the parent's perspective. Use the parent teacher conference planning guide to prepare all of the data and information prior to any conference or parent meeting. How many pages is this resource? This resource is 2 PDF pages. Is this resource editable? - [Teacher Self-Reflection Form](https://www.theintentionaliep.com/product/teacher-self-reflection-form/) - Use this teacher reflection at the end of the school year to reflect on your own growth as an educator in the following fields: Team Collaboration Data Collection Professionalism and Teacher Duties Lesson Planning and Instruction Managing Paperwork and Writing IEPs Is this resource editable? No, this resource is not editable. How many pages - [Student Achievement Rubric + Parent Teacher Conference Rubric](https://www.theintentionaliep.com/product/student-achievement-rubric-parent-teacher-conference-rubric/) - Use these rubrics during student and parent teacher conferences to share a student's achievement in the following domains: • Work Ethic • Attention and Listening Skills • Attitude and Respect Towards Others • Academic Achievement • Emotional Resilience • Discipline Rubrics are based on a 5 point scale, including the following categories: • Excellent • - [IEP Brochures for IEP Teams | Forever Bundle](https://www.theintentionaliep.com/product/printable-iep-brochures-for-iep-teams-forever-bundle/) - Use these IEP brochures to inform and educate your fellow IEP team members on different parts of an IEP and the different eligibility categories. These brochures are included inside of every The Intentional IEP membership. If you are a member of TII, please do not purchase this set of resources because you already have them. To access, log in to - [The Ultimate Special Education Binder [editable] IEP Binder](https://www.theintentionaliep.com/product/the-ultimate-special-education-binder-editable-iep-binder/) - EDITABLE | READY FOR THE UPCOMING SCHOOL YEAR | Being a caseload manager and special education teacher is a wonderful experience that, unfortunately, includes tons of special education jargon and paperwork that can sometimes become overwhelming. This binder is your key to tidying up your daily caseload, organizing key special education information, and focusing more on your students, rather than the paperwork. EDITABLE | READY FOR THE UPCOMING SCHOOL YEAR | Being a caseload manager and special education teacher is a wonderful experience that, unfortunately, includes tons of special education jargon and paperwork that can sometimes become overwhelming. This binder is your key to tidying up your daily caseload, organizing key special education information, and focusing more - [IEP Caseload Binder for Special Ed - Bundle of 18 Themes](https://www.theintentionaliep.com/product/caseload-binder-special/) - EDITABLE | READY FOR THE UPCOMING SCHOOL YEAR | Being a caseload manager and special education teacher is a wonderful experience that, unfortunately, includes tons of special education jargon and paperwork that can sometimes become overwhelming. This binder is your key to tidying up your daily caseload, organizing key special education information, and focusing more on your students, rather than the paperwork. - [Digital Paraprofessional Binder | Digital Classroom Aide Binder](https://www.theintentionaliep.com/product/digital-paraprofessional-classroom/) - Digital + Editable Para Binder for Special Ed | This informative para binder will help you help assist your classroom support staff, new or returning, and be a supportive way to share expectations and duties, along with other important student and classroom information… all while keeping it all in one, organized, and easy-to-find spot. - [Color Coded Student IEP Binders - EDITABLE | Color Coded Classroom](https://www.theintentionaliep.com/product/editable-student-classroom/) - What is included in the UPDATED new set? This resource was updated on June 18, 2019. • 60 editable binder covers (endless color possibilities!) • editable spines (0.5" 1" 1.5" and 2") • editable divider pages (endless color possibilities!) - [Editable Grading Rubrics for Special Education | English and Spanish](https://www.theintentionaliep.com/product/editable-grading-education/) - These 100% editable rubrics are your answer, your solution, to giving your students with special needs grades. What is included? • 7 editable rubrics (you can use the templates to create your own rubric if you'd like) • 20 criterion included, with 4 levels (3, 2, 1, 0) - [Communication Stickers | Progress Monitoring Stickers [from Teachers to Parents]](https://www.theintentionaliep.com/product/communication-stickers-monitoring/) - ENGLISH AND SPANISH Progress Monitoring Stickers • Parent Communication Stickers | Calling all special education teachers: keep your student's parents "in the know" with what their children are working on in school and in what setting. No more guess work or miscommunication, now we can all be on the same page! - [Endless Bundle of IEP Data Sheets for Special Ed | Editable Data Sheets](https://www.theintentionaliep.com/product/endless-special-editable/) - Data sheets are a special educator's best friend. This endless bundle of editable data sheets is the perfect addition to any special education classroom. What will be included in this endless bundle? • 176 editable data sheets (edit to fit your needs!) • 3 how-to-edit (and print) pages in the PowerPoint • PDF version of all data sheets (print and go!) - [Parent IEP Binder | Editable (Black and White) IEP Companion for Parents](https://www.theintentionaliep.com/product/editable-companion-parents/) - The complete IEP Binder for parents is a simple, effective organizational tool to keep all of your child's important IEP information in one, organized place. As the most important advocate for your child, you know how overwhelming all of the paperwork and special education jargon can be. You no longer need to feel stressed about a meeting, because you'll have all you need in one systematic place. You can fully concentrate on the meeting, making the meeting more meaningful to both you, your child, and the IEP Team. This is the key you've been searching for! Created by a special education teacher, tested and effectively used by special needs parents. - [Digital Data Forms for Special Education | Digital Google Data Forms](https://www.theintentionaliep.com/product/digital-special-education/) - Digital Data Forms | Data sheets are a special educator's best friend. This bundle of digital data sheets (using Google Forms) is the perfect addition to any special education classroom. - [ELA, Reading, Writing + Spelling Data Forms | Editable Data Sheets](https://www.theintentionaliep.com/product/reading-spelling-editable/) - Editable Digital + Printable Data Forms for Special Ed | Data sheets are a special education teacher's best friend. This bundle of editable, printable and digital data forms is the perfect addition to any special education classroom. - [Bundle of Editable IEP Snapshot + Editable IEP Audit Form](https://www.theintentionaliep.com/product/bundle-editable-snapshot/) - EDITABLE BUNDLE | Keeping track of your students with IEPs, without having to lug around each student's IEP folder... and take it one step further with the IEP Audit Form - know what's inside the folder without having to sift through it! - [Collaboration Forms and Collaboration Log for IEP Teams [Digital + Printable]](https://www.theintentionaliep.com/product/editable-collaboration-printable/) - DIGITAL + PRINTABLE Collaboration Form | As a special education teacher, we collaborate with a lot of other school professionals to provide the best education for our students. It's important to document these collaborations, and now it's easier to do than ever before with this editable resource. - [Mathematics Data Forms | Editable Data Sheets](https://www.theintentionaliep.com/product/mathematics-editable-sheets/) - Editable Digital + Printable Data Forms for Special Ed | Data sheets are a special education teacher's best friend. This bundle of editable, printable and digital data forms is the perfect addition to any special education classroom. - [Bundle of IEP Input Questionnaires for All IEP Team Members | Editable + Digital](https://www.theintentionaliep.com/product/questionnaires-members-editable/) - EDITABLE | Printable + Google Form™ Digital • Every person involved with a child who has an IEP should be providing input on the IEP. - [FREE IEP Snapshot - IEP at a Glance - IEP Data Sheet](https://www.theintentionaliep.com/product/snapshot-glance-sheet/) - This in-depth IEP Snapshot / IEP at a Glance data sheet is perfect for keeping track of your students with special needs, without having to lug around each student's IEP folder. Who is this for? Any caseload manager in any special education classroom setting at any grade level. "HELP! I need help organizing my caseload!" - [Bundle of IEP Meeting Room Bulletin Boards | 9 IEP Bulletin Boards](https://www.theintentionaliep.com/product/bundle-meeting-bulletin/) - BUNDLE | Create an inviting and engaging IEP meeting room place for all IEP team members with this bundle of bulletin boards. - [Communication Stickers | Non-Academic Stickers for Daily Parent Communication](https://www.theintentionaliep.com/product/communication-stickers-academic/) - ENGLISH AND SPANISH Communication Stickers | Non-Academic Stickers for Daily Parent Communication - [Middle and High School Color Coded Student IEP Binder Covers + Dividers | EDITABLE](https://www.theintentionaliep.com/product/editable-student-dividers/) - Do you need an effective, tried and true method to keep track of all of your students' IEP goals, progress notes, work samples, notes, and everything else?! - [Para Binder for the Special Education Classroom | Paraprofessional Binder](https://www.theintentionaliep.com/product/education-classroom-paraprofessional/) - Editable Paraprofessional Binder • This informative para binder will help you help assist your classroom support staff, new or returning, and be a supportive way to share expectations and duties, along with other important student and classroom information… all while keeping it all in one, organized, and easy-to-find spot. - [IEP Meeting Agendas (Initial, Annual, Amendment) with Agenda Notes | EDITABLE](https://www.theintentionaliep.com/product/editable-meeting-amendment/) - Editable IEP Meeting Agendas and IEP Meeting Agenda Notes pages. - [IEP Folder Snapshot - Editable | Editable IEP Audit Form](https://www.theintentionaliep.com/product/editable-folder-snapshot/) - This in-depth, editable IEP Folder Snapshot, otherwise known as an IEP Audit Form. It is perfect for keeping track of what is inside a student's IEP folder, cumulative folder, or audit file, without having to sift through all of the paperwork inside the folder. - [Request for Assistance + Folder Organization Data Forms | Editable Data Sheets](https://www.theintentionaliep.com/product/assistance-organization-editable/) - Editable Digital + Printable Data Forms for Special Ed | Data sheets are a special education teacher's best friend. This bundle of editable, printable and digital data forms is the perfect addition to any special education classroom. - [IEP Input Questionnaires | IEP Input Forms for Teachers Students and Parents](https://www.theintentionaliep.com/product/iep-input-questionnaires/) - EDITABLE | Printable + Google Form™ Digital • Every person involved with a child who has an IEP should be providing input on the IEP, and that most importantly includes the child's parent or caregiver. - [Elementary ELA + Math Special Ed IEP Goal Bank | IEP Goal Bank for Grades PreK-4](https://www.theintentionaliep.com/product/elementary-special-grades/) - When it comes to writing IEPs, IEP goals and objectives are the bread and butter. Well, the bread is the Present Levels and the butter is the best part and most important part: the IEP goals. This free IEP goal bank for elementary school grades PreK-4 is a great printable to add to your - [Middle School ELA + Math Special Ed IEP Goal Bank | IEP Goal Bank for Grades 5-8](https://www.theintentionaliep.com/product/middle-school-special/) - When it comes to writing IEPs, IEP goals and objectives are the bread and butter. Well, the bread is the Present Levels and the butter is the best part and most important part: the IEP goals. This free IEP goal bank for middle school grades 5-8 is a great printable to add to your - [High School ELA + Math Special Ed IEP Goal Bank | IEP Goal Bank for Grades 9-12](https://www.theintentionaliep.com/product/school-special-grades/) - When it comes to writing IEPs, IEP goals and objectives are the bread and butter. Well, the bread is the Present Levels and the butter is the best part and most important part: the IEP goals. This free IEP goal bank for high school grades 9-12 is a great printable to add to your - [High School ELA + Math Special Ed IEP Goal Bank | IEP Goal Bank for Grades 9-12](https://www.theintentionaliep.com/product/school-special-grades/) - When it comes to writing IEPs, IEP goals and objectives are the bread and butter. Well, the bread is the Present Levels and the butter is the best part and most important part: the IEP goals. This free IEP goal bank for high school grades 9-12 is a great printable to add to your - [High School ELA + Math Special Ed IEP Goal Bank | IEP Goal Bank for Grades 9-12](https://www.theintentionaliep.com/product/school-special-grades/) - When it comes to writing IEPs, IEP goals and objectives are the bread and butter. Well, the bread is the Present Levels and the butter is the best part and most important part: the IEP goals. This free IEP goal bank for high school grades 9-12 is a great printable to add to your - [High School ELA + Math Special Ed IEP Goal Bank | IEP Goal Bank for Grades 9-12](https://www.theintentionaliep.com/product/school-special-grades/) - When it comes to writing IEPs, IEP goals and objectives are the bread and butter. Well, the bread is the Present Levels and the butter is the best part and most important part: the IEP goals. This free IEP goal bank for high school grades 9-12 is a great printable to add to your - [1 IEP Matrix™ | for Birth to 6th Grade Skills](https://www.theintentionaliep.com/product/iep-matrix-for-birth-to-6th-grade-skills/) - Ever Wish You Had an Easy Way to Bridge the Skill Gap Between IEP Goals and Grade-Level Standards? …and measure progress every step of the way for your PreK-6 students with IEPs — all in one convenient place Your wish is granted! The IEP Matrix™ is easy-to-use skill map for each grade level topic, so teachers can identify - [1 IEP Blueprint | Special Educator's Guide to IEPs](https://www.theintentionaliep.com/product/blueprint-special-educators/) - A comprehensive 48-page IEP Blueprint, perfect for new and seasoned special education teachers, who are looking to learn more about the IEP Process and what to do along the way. Included are 12 training videos (+1 BONUS VIDEO!), each lesson less than 6 minutes long... perfect for quick consumption and immediate implementation. You also get - [IEP Meeting Save the Date Meeting Reminder Cards and IEP Meeting Thank You Cards](https://www.theintentionaliep.com/product/iep-meeting-save-the-date-meeting-reminder-cards-and-iep-meeting-thank-you-cards/) - Use these printable cards to remind parents and other IEP team members of upcoming IEP meetings, and then send a quick thank you after the IEP meeting. These cards are included inside of every The Intentional IEP membership. If you are a member of TII, please do not purchase this set of resources because you already have them. - [Student Survey Forms and Accommodation and Modification Lists](https://www.theintentionaliep.com/product/student-survey-forms-and-accommodation-and-modification-lists/) - Help students be an active member of their IEP teams and education to succeed and self advocate for what they want and need to succeed. These sticky note templates are included inside of every The Intentional IEP membership. If you are a member of TII, please do not purchase this set of resources because you already have them. To - [IEP Placement Determination Form and LRE Poster | Printable](https://www.theintentionaliep.com/product/iep-placement-determination-form-and-lre-poster-printable/) - Use this IEP placement determination form to help you determine what LRE setting a student with thrive the most in, alongside the LRE Continuum to remind all IEP team members what options are available to students. These forms and posters are included inside of every The Intentional IEP membership. If you are a member of TII, - [Assistive Technology Evaluation, Consults, Use, and Survey Forms for IEP Teams | A.T. Forms for Special Education](https://www.theintentionaliep.com/product/assistive-technology-evaluation-consults-use-and-survey-forms-for-iep-teams-a-t-forms-for-special-education/) - Use these Assistive Tech forms to request and collect data on what A.T. a student is using and how it is going. Great for IEP teams! These forms and posters are included inside of every The Intentional IEP membership. If you are a member of TII, please do not purchase this set of resources because you already have - [IEP Transition Plan Forms and Checklists for IEP Teams | Printable](https://www.theintentionaliep.com/product/iep-transition-plan-forms-and-checklists-for-iep-teams-printable/) - These IEP Transition Plan forms and checklists are great for IEP teams to plan and implement services and supports for students who are of transition age. These forms and posters are included inside of every The Intentional IEP membership. If you are a member of TII, please do not purchase this set of resources because you already have - [Behavior Management Strategy Ring | Printable Behavior Strategies for Special Education](https://www.theintentionaliep.com/product/behavior-management-strategy-ring-printable-behavior-strategies-for-special-education/) - Use this set of behavior strategies to help students succeed in your classroom with individualized strategies. Watch a preview video here. This behavior strategy ring resource is included inside of every The Intentional IEP membership. If you are a member of TII, please do not purchase this set of resources because you already have them. To access, log in to - [Editable Behavior Intervention Plan (BIP) at a Glance | BIP Snapshot](https://www.theintentionaliep.com/product/editable-behavior-intervention-plan-bip-at-a-glance-bip-snapshot/) - It's more than a BIP at a Glance... it's truly all you need from referral to observations to creating a Behavior Intervention Plan Snapshot to collecting data on all things behavior. What's included? BIP at a Glance (3 versions) Behavior Incident Report Pre-BIP Anecdotal Data Behavior Observation Form (2 versions) Behavior Referral Form (referral - [IEP Versus 504 Plan Flipbook | Special Education Flipbook for IEP Teams](https://www.theintentionaliep.com/product/iep-504-flipbook/) - Use this IEP and 504 Plan comparison flipbook with your IEP and 504 plan teams. This flipbook is included inside of every The Intentional IEP membership. If you are a member of TII, please do not purchase this set of resources because you already have them. To access, log in to your TII account, click "My Account" and then "Member - [Bundle of IEP Input Questionnaires for All IEP Team Members | Editable + Digital](https://www.theintentionaliep.com/product/questionnaires-members-editable/) - EDITABLE | Printable + Google Form™ Digital • Every person involved with a child who has an IEP should be providing input on the IEP. - [Bundle of IEP Input Questionnaires for All IEP Team Members | Editable + Digital](https://www.theintentionaliep.com/product/questionnaires-members-editable/) - EDITABLE | Printable + Google Form™ Digital • Every person involved with a child who has an IEP should be providing input on the IEP. - [Bundle of IEP Input Questionnaires for All IEP Team Members | Editable + Digital](https://www.theintentionaliep.com/product/questionnaires-members-editable/) - EDITABLE | Printable + Google Form™ Digital • Every person involved with a child who has an IEP should be providing input on the IEP. ## Courses - [Pillar 5: Equip](https://www.theintentionaliep.com/courses/pillar-5-equip/) - Welcome to Pillar 5: Equip As you move through Pillar 5, you can check off each exercise as it’s completed: Download Bell Curve Poster from Member Resources and add to your IEP Caseload binder Download the Weekly Planner from the Member Resources. Search the video vault for the training on habits and complete the necessary - [Pillar 4: Collaboration](https://www.theintentionaliep.com/courses/pillar-4-collaboration/) - [Pillar 2: Advocate](https://www.theintentionaliep.com/courses/pillar-2-advocate/) - Welcome to Pillar 2: Advocate As you move through Pillar 2, you can check off each exercise as it’s completed. Complete Intentional IEP Writing Mini Training. Download the editable Prior Written Notice from Member Resources. Look at your students’ IEP Writing Timelines and make any adjustments to your to do lists. Download Input Forms and - [Pillar 1: The Basics](https://www.theintentionaliep.com/courses/pillar-1-the-basics/) - [Related Services](https://www.theintentionaliep.com/courses/related-services/) - [Admin](https://www.theintentionaliep.com/courses/admin/) - [Paras + Support Staff](https://www.theintentionaliep.com/courses/paras-support/) - [Summer PD Series 2024](https://www.theintentionaliep.com/courses/summer-pd-series-2024/) - The Intentional IEP's 4th Summer Professional Development “PD” Series. We will be discussing all things IEP's with expert special education teachers and therapists. - [Winter PD Series 2024](https://www.theintentionaliep.com/courses/winter-pd-series-2024/) - Welcome to the Winter PD Series, that is exclusively for The Intentional IEP members - that's you! - [From Goals to Compliance: The IEP Skills Course](https://www.theintentionaliep.com/courses/from-goals-to-compliance-the-iep-skills-course/) - [IEP Essentials: A Starter Kit for New SPED Teachers](https://www.theintentionaliep.com/courses/iep-essentials-a-starter-kit-for-new-sped-teachers/) - [Behavior Basics and Beyond: Supports for Your Classroom](https://www.theintentionaliep.com/courses/behavior-basics-beyond-supports-for-your-classroom/) - [Data Collection Without the Overwhelm](https://www.theintentionaliep.com/courses/data-collection-without-the-overwhelm/) - [Summer PD Series 2025 - May Cohort](https://www.theintentionaliep.com/courses/summer-pd-series-2025-may-cohort/) - Welcome to the 5th Annual Summer PD Series – May CohortFor the next five weeks, you’ll receive a new training every Monday - [Summer PD Series 2025 - June Cohort](https://www.theintentionaliep.com/courses/summer-pd-series-2025-june-cohort/) - Welcome to the 5th Annual Summer PD Series – June CohortFor the next five weeks, you’ll receive a new training every Monday - [Summer PD Series 2025](https://www.theintentionaliep.com/courses/summer-pd-series-2025/) - Welcome to the 5th Annual Summer PD Series For the next five weeks, you’ll receive a new training every Monday - [Behaviors](https://www.theintentionaliep.com/courses/behaviors/) - [This Month's Trainings](https://www.theintentionaliep.com/courses/this-months-trainings/) - Find the latest monthly trainings in this course. New trainings will be released on the first Monday of each month and the previous month's trainings will be placed in a related course. - [Pre-K](https://www.theintentionaliep.com/courses/pre-k/) - [Elementary](https://www.theintentionaliep.com/courses/elementary/) - [Middle School](https://www.theintentionaliep.com/courses/middle-school/) - [High School](https://www.theintentionaliep.com/courses/high-school/) - [Transition](https://www.theintentionaliep.com/courses/transition/) - [College](https://www.theintentionaliep.com/courses/college/) - [IEP Goals](https://www.theintentionaliep.com/courses/iep-goals/) - [Accommodations + Modifications](https://www.theintentionaliep.com/courses/accom-mod/) - [Communication](https://www.theintentionaliep.com/courses/communication/) - [General Education](https://www.theintentionaliep.com/courses/general-ed/) - [Special Education](https://www.theintentionaliep.com/courses/special-ed/) - [Pillar 3: Data Collection](https://www.theintentionaliep.com/courses/pillar-3-data-collection/) - [Parents](https://www.theintentionaliep.com/courses/parents/) - [Intentional Data Collection Training](https://www.theintentionaliep.com/courses/intentional-data-collection-course/) - Collecting data on IEP goals should excite you and it shouldn't feel like just another thing you have on your teacher plate. Let me ask you a question. Are you team "Ugh! Progress Monitoring takes forever and I despise it!"? Maybe its team "I write the IEP, but I have no idea how to collect - [Intentional IEP Writing Mini Training](https://www.theintentionaliep.com/courses/intentional-iep-writing-course/) - An Individualized Education Program (IEP) is the legal blueprint to a child with special needs' education. IEPs are a part of public education and are covered by special education law under the Individuals with Disabilities Act, also called IDEA. A child's IEP lays out all of his or her needs and services. And as a - [IEP Workshop | August 2022](https://www.theintentionaliep.com/courses/iep-workshop-august-2022/) - Replay from the live Facebook IEP Workshop that took place August 1 - 5, 2022. ## Lessons - [Understanding and Implementing Ethical Physical Management in the Classroom](https://www.theintentionaliep.com/lessons/understanding-and-implementing-ethical-physical-management-in-the-classroom/) - • Stephanie: Welcome and Introductions• About Becca, Becca’s Teaching Experience and Role at the IEP Table• Question 1: What is physical management? • Question 2: Why do we need to have/use physical interventions? • Question 3: How do you practice ethical physical management? (Only in emergencies and documentation + review practices) • Question 4: Why is documentation so - [Tips for Managing Your Emotions During Difficult Teaching Moments](https://www.theintentionaliep.com/lessons/tips-for-managing-your-emotions-during-difficult-teaching-moments/) - •Stephanie: Welcome and Introduction•Jillian Introduction•Question 1: We’re going to go right in for it, how do you manage your emotions, even on the toughest days?• Question 2: What advice do you have for when a student becomes violent? How do you manage your emotions? • Question 3: What advice do you have for working with a - [Why Didn’t My Child Qualify for Speech?](https://www.theintentionaliep.com/lessons/why-didnt-my-child-qualify-for-speech-2/) - • Stephanie: Welcome and Introductions• About Hallie, Hallie’s Teaching Experience and Role at the IEP Table• What does it mean for a student to qualify for speech services? And what does that process look like?• What should a special education teacher do if they suspect a student is in need of speech services?• How can - [Science of Reading Strategies](https://www.theintentionaliep.com/lessons/science-of-reading-strategies/) - • Stephanie: Welcome and Introductions• About Malia, Malia’s Teaching Experience and Role at the IEP Table• Question 1: What is SOR and why does it seem like, all of a sudden, this is - for lack of better wording - “the thing”? What makes SOR stand out and why is it so beneficial for all - [Understanding IEP Accommodations for Deaf/HOH Students](https://www.theintentionaliep.com/lessons/understanding-iep-accommodations-for-deaf-hoh-students/) - • Stephanie: Welcome and Introductions• About Deanna, Deanna’s Teaching Experience and Role at the IEP Table• Question 1: We know what accommodations and modifications are in an IEP; but do they differ or are they different with our Deaf/HOH population of students?• Question 2: What are a couple of the most commonly known accommodations/modifications that - [What to Prep for Back-to-School Based on Student IEPs](https://www.theintentionaliep.com/lessons/what-to-prep-for-back-to-school-based-on-student-ieps/) - • Stephanie: Welcome and Introductions What to Prep:Student BindersIEP Caseload BinderSub BindersBook CompanionsFile FoldersTask CardsData Sheet BundlesMorning AWBInclusion FormIEP ToolkitParent Communication BinderPara Binder More Resources:Morning Routine Blog PostData Collection TrainingIEP ShirtSub Binder - [The Role of Paraprofessionals and How to Support Their Training](https://www.theintentionaliep.com/lessons/the-role-of-paraprofessionals-and-how-to-support-their-training/) - • Stephanie: Welcome and Introductions• About Nicolette, Nicolette’s Teaching Experience and Role at the IEP Table• Question 1: What is the role of a paraprofessional?• Question 2: What are some things that a para may need trained on?• Question 3: How can a case manager or special ed teacher help facilitate or provide this training?• - [Supporting ESL/ELL Students Through IEPs and Classroom Instruction](https://www.theintentionaliep.com/lessons/supporting-esl-ell-students-through-ieps-and-classroom-instruction/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Saira, Saira’s Teaching Experience and Role at the IEP Table1:37• Question 1: Let’s start at the beginning. What does ESL / ELL stand for, and what does that mean for classroom instruction and services?3:50 • Question 2: Where in an IEP will you find information - [Tips for Writing Lessons that Align with State Standards and IEPs](https://www.theintentionaliep.com/lessons/tips-for-writing-lessons-that-align-with-state-standards-and-ieps/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:16• About Heather, Heathers’s Teaching Experience and Role at the IEP Table1:19• Question 1: Let’s start at the very beginning. What are state standards and why are they important?2:06• Question 2: What are modified lessons?2:25• Question 3: How do you align the standards with the lessons you’re writing?4:56• - [Improving Time Management and Productivity in the Classroom](https://www.theintentionaliep.com/lessons/improving-time-management-and-productivity-in-the-classroom/) - • Stephanie: Welcome and Introductions• Marisa Introduction • Why is time management important? And how does time management affect your productivity?• When it comes to teachers and everything they have on their plates every day, where should they start? What’s the first step in gaining back control over time and productivity?• How do you make this - [What to Do When Burnout Impacts Your Life and Work](https://www.theintentionaliep.com/lessons/what-to-do-when-burnout-impacts-your-life-and-work/) - Find It Quickly:• Stephanie: Welcome and Introductions• About Miranda• Question 1: What is burnout, and how does/can a person’s mental health tie into it?• Question 2: Is burnout the same for every person, and what are the general “symptoms” or causes of burnout? How is this different than, let’s say, every day stressors?• Question 3: - [How to Integrate Evaluation Results into the IEP Process](https://www.theintentionaliep.com/lessons/how-to-integrate-evaluation-results-into-the-iep-process/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:19 • About Abbey, Abbey’s Teaching Experience and Role at the IEP Table0:58• Question 1: Why are evaluation results important for IEPs? How often do evaluations occur?1:44• Question 2: How can teachers take the evaluation results and write that data into the new IEP?3:06• Question 3: Are evaluations - [Understanding the Evaluation Request Letter in the IEP Process](https://www.theintentionaliep.com/lessons/understanding-the-evaluation-request-letter-in-the-iep-process/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Steve, Steve’s Teaching Experience and Role at the IEP Table1:59• Question 1: What is an evaluation request letter and when might an IEP team see one?10:24• Question 2: What are a few key points that need to be in the letter?17:25• Question 3: Why is - [Understanding the Evaluation Process and It's Role in the IEP](https://www.theintentionaliep.com/lessons/understanding-the-evaluation-process-and-its-role-in-the-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Christen, Christen’s Teaching Experience and Role at the IEP Table1:15• Question 1: What is the purpose of an evaluation?2:00• Question 2: How often can evaluations be done? Can parents request a new evaluation at any time?3:34• Question 3: What is the initial evaluation process? And - [How to Know If an IEP Amendment Is Needed](https://www.theintentionaliep.com/lessons/how-to-know-if-an-iep-amendment-is-needed/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:35 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:20 • Question 1: Let’s start with the basics… what is an IEP amendment?1:39 • Question 2: When might a teacher want to make an amendment to a student’s IEP? Or when may an IEP amendment - [How to Recognize and Overcome Teacher Burnout](https://www.theintentionaliep.com/lessons/how-to-recognize-and-overcome-teacher-burnout/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:41 • About Amanda, Amanda’s Teaching Experience and Role at the IEP Table4:51 • Question 1: So what is burnout? And how is burnout different from the regular stressors in a job?6:40 • Question 2: What is your experience with burnout?11:34 • Question 3: What are, let’s say - [How ESY Determinations Are Made](https://www.theintentionaliep.com/lessons/how-esy-determinations-are-made/) - Find It Quickly:0:00• Stephanie: Welcome and Introductions0:31• What is ESY?0:39• What ESY is not?1:34• What is criteria for receiving ESY services?13:08• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:Standards for ESY - [Understanding the Difference Between Toxic Positivity and Positive Psychology](https://www.theintentionaliep.com/lessons/understanding-the-difference-between-toxic-positivity-and-positive-psychology/) - • Stephanie: Welcome and Introductions• About Jenn, Jenns's Teaching Experience and Role at the IEP Table• What is toxic positivity? What is positive psychology?•What is the difference between positive psychology and toxic positivity? Do they overlap at all?•Why is this important for teachers and IEP teams to know about?•What can we do if we experience - [How to Prevent and Manage Teacher Burnout](https://www.theintentionaliep.com/lessons/how-to-prevent-and-manage-teacher-burnout/) - • Stephanie: Welcome and Introductions• About Amber, Ambers’s Teaching Experience and Role at the IEP Table• Question 1: Why is teacher burnout so prevalent today?• Question 2: How can we help ourselves to prevent getting to the burnout point?• Question 3: Are there different types of burnout? What are they and what do they look - [3 Steps That Will Transform How You Teach](https://www.theintentionaliep.com/lessons/3-steps-that-will-transform-how-you-teach/) - • Stephanie: Welcome and Introductions• About Kelsey, Kelsey’s Teaching Experience and Role at the IEP Table• Question 1: Why is keeping your passion fire for teaching lit so important for teachers?• Question 2: What is the 3-step Framework to Revitalize Your Teaching, Renew Your Spirit, and Reignite Your Passion For Life?• What is your best - [Finding Work-Life Balance as an Educator](https://www.theintentionaliep.com/lessons/finding-work-life-balance-as-an-educator/) - • Stephanie: Welcome and Introductions• About Kim, Kim’s Teaching Experience and Role at the IEP Table• Question 1: Why is a work-life balance so important for educators?• Question 2: Where should someone start when they are in the overwhelm of life and work, and want more balance?• Question 3: What additional steps should educators make - [How to Integrate Magic School AI into Special Education](https://www.theintentionaliep.com/lessons/how-to-integrate-magic-school-ai-into-special-education/) - Stephanie Welcome and Introductions About Michael, Michael’s Teaching Experience and Role at the IEP Table What is Magic School AI? How can this tool be utilized in the classroom? What are your favorite ways to use AI in your special education classroom? Why should teachers be weary of using AI in the classroom, especially when - [Seeing It Through Parent and Student Eyes](https://www.theintentionaliep.com/lessons/seeing-it-through-parent-and-student-eyes/) - • Stephanie: Welcome and Introductions• About Audra, Audra’s Teaching Experience and Role at the IEP Table• What has your experience been like at the IEP table?• What is something that you feel has really changed the game for you, and maybe something that you recommend special education teachers do more of?• How can special education - [Building Strong Para-Teacher Partnerships](https://www.theintentionaliep.com/lessons/building-strong-para-teacher-partnerships/) - • Stephanie: Welcome and Introductions• Six tips for collaboration Related Resources: Free Members Only Para Input FormOther Para TrainingsPara BinderTeachers Count On You #Para StickerSticky Note Data Collection TrainingParas Make It Possible StickerThis Classroom Runs on Paras StickersParas Make it Possible T-ShirtPara Input Questionnaire FormKeep Calm and Ask My Para - [Handling Co-Teaching Challenges and Making It Work](https://www.theintentionaliep.com/lessons/handling-co-teaching-challenges-and-making-it-work/) - • Stephanie: Welcome and Introductions• About Canissa, Carissa’s Teaching Experience and Role at the IEP Table• Question 1: What is co-teaching and what are the different models of co-teaching?• Question 2: What does co-teaching look like for you, and how do you make it work?• Question 3: How do you handle a situation where a - [How to Make Co-Teaching Work: Strategies and Advice](https://www.theintentionaliep.com/lessons/how-to-make-co-teaching-work-strategies-and-advice/) - • Stephanie: Welcome and Introduction• About Jess, Jess’s Teaching Experience and Role at the IEP Table• Question 1: What are the different co-teaching models? And will a team of co-teachers use only one model and that’s it? Or is it more fluid?• Question 2: What are the roles and/or expectations of each co-teacher? How does - [How to Bridge the Gap Between Gen Ed and Special Ed Teachers](https://www.theintentionaliep.com/lessons/how-to-bridge-the-gap-between-gen-ed-and-special-ed-teachers/) - • Stephanie: Welcome and Introductions• About Jenna, Jenna’s Teaching Experience and Role at the IEP Table• Question 1: What are some things, outside of IEP writing, that special education teachers are expected to do that Gen Ed teachers don’t do?• Question 2: How can we help our general Ed peers understand our role?• Question 3: - [Teaching Social Emotional Skills Through PE](https://www.theintentionaliep.com/lessons/teaching-social-emotional-skills-through-pe/) - • Stephanie: Welcome and Introductions• About Katie and Anna, their Teaching Experience and Role at the IEP Table• Question 1: What are social emotional skills, and why should they be practiced in the PE setting?• Question 2: How can we do this? Fill us in!• Question 3: What is your favorite PE lesson to teach - [Guiding Families Through the Transition After the IEP](https://www.theintentionaliep.com/lessons/guiding-families-through-the-transition-after-the-iep/) - • Stephanie: Welcome and Introductions• About Dan, Dan’s Teaching Experience and Role at the IEP Table• Question 1: Let’s just dive right in, what is the one shift that parents need to make after the last IEP?• Question 2: When making the shift, what’s the most important thing for parents to focus on? • Question 3: - [How to Run a Successful Virtual IEP Meeting](https://www.theintentionaliep.com/lessons/how-to-run-a-successful-virtual-iep-meeting/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Jessica, Jessica’s Teaching Experience and Role at the IEP Table1:33• Question 1: Why might an IEP team hold a virtual IEP meeting?4:08 • Question 2: How does a virtual IEP meeting work? Is it different than an in-person meeting?6:20 • Question 3: How can teachers - [Getting the Right Signatures for the IEP Process](https://www.theintentionaliep.com/lessons/getting-the-right-signatures-for-the-iep-process/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Katelyn, Katelyn’s Teaching Experience and Role at the IEP Table1:17• Question 1: How do you know who should be signing the IEP?3:11• Question 2: What do you do once you have all of the signatures?6:18• Question 3: When all do you get signatures from the - [Before, During, and After the IEP Meeting](https://www.theintentionaliep.com/lessons/before-during-and-after-the-iep-meeting/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Nicole, Nicole’s Teaching Experience and Role at the IEP Table1:42 • Question 1: What should a special education teacher do before the IEP meeting?6:11 • Question 2: What about during the IEP meeting?12:57 • Question 3: What about after the IEP meeting?16:42 • Question 4: - [Getting to the Signature and Navigating the IEP Process](https://www.theintentionaliep.com/lessons/getting-to-the-signature-and-navigating-the-iep-process/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:15 • About Nicole, Nicole’s Teaching Experience and Role at the IEP Table2:41 • Question 1: An IEP is an Individualized Education Program. What is the best way for us to have all of our ducks in a row for this meeting?5:42 • Question 2: What can we - [How to Prepare for an IEP Meeting with Confidence](https://www.theintentionaliep.com/lessons/how-to-prepare-for-an-iep-meeting-with-confidence/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Whitney, Whitney’s Teaching Experience and Role at the IEP Table1:32• Question 1: There’s so much to do before an IEP meeting… where do we start?3:36• Question 2: What are some of the other things we need to do, before even writing the IEP?9:34• Question 3: - [Partnering to Create Meaningful IEPs](https://www.theintentionaliep.com/lessons/partnering-to-create-meaningful-ieps/) - [Creating Effective Collaboration Between Special and General Education Teachers](https://www.theintentionaliep.com/lessons/creating-effective-collaboration-between-special-and-general-education-teachers/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:30 • About Jess, Jess’s Teaching Experience and Role at the IEP Table2:15 • Question 1: What is your experience collaborating with special/general education teachers?3:57 • Question 2: Why do general education teachers and special education teachers need to collaborate?5:36 • Question 3: What might this collaboration look - [Who’s at the IEP Table and What They Bring to the Meeting](https://www.theintentionaliep.com/lessons/whos-at-the-iep-table-and-what-they-bring-to-the-meeting/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Meredith, Meredith’s Teaching Experience and Role at the IEP Table1:35 • Question 1: Let’s start at the very beginning. Who is on an IEP Team? Who sits at the IEP table?2:56 • Question 2: What is each person’s role at the IEP meeting?11:02 • Question - [Determining Effective Accommodations for Autistic and ADHD Students](https://www.theintentionaliep.com/lessons/determining-effective-accommodations-for-autistic-and-adhd-students/) - • Stephanie: Welcome and Introductions• About Jessica, Jessica’s Teaching Experience and Role at the IEP Table• Question 1: Remind us what an accommodation is, and where in an IEP we will find this information.• Question 2: What are some common accommodations that are helpful for autistic / ADHD students?• Question 3: What should a team - [What to Do When You Inherit a Poorly Written IEP](https://www.theintentionaliep.com/lessons/what-to-do-when-you-inherit-a-poorly-written-iep/) - • Stephanie: Welcome and Introductions• About Michelle, Michelle’s teaching Experience and Role at the IEP Table• Question 1: What are a few signs of a poorly written IEP?• Question 2: What’s the first step if you realize you’ve inherited a poorly written IEP?• Question 3: What comes next?• Question 3: Do you have to have - [What Happens When a Child Master’s an IEP Goal](https://www.theintentionaliep.com/lessons/what-happens-when-a-child-masters-an-iep-goal/) - • Stephanie: Welcome and Introductions Related Resources: Amendment TrainingWriting IEP Goals TrainingIEP Writing CourseData Collection Course - [How to Select and Write Effective Speech Goals for New Students](https://www.theintentionaliep.com/lessons/how-to-select-and-write-effective-speech-goals-for-new-students/) - • Stephanie: Welcome and Introductions• About Jenna, Jenna’s Teaching Experience and Role at the IEP Table• Question 1: What are the different speech areas - for lack of better phrasing - that a student may need an IEP goal written for?• Question 2: How do you choose speech and language goals for a new student - [Presuming Competence in Inclusive Settings and Why It Matters](https://www.theintentionaliep.com/lessons/presuming-competence-in-inclusive-settings-and-why-it-matters/) - • Stephanie: Welcome and Introductions• About DJ, DJ’s teaching Experience and Role at the IEP Table• Question 1: What does “presume competence” mean? And why is it important?• Question 2: What does true inclusion look like, and why is presuming competence in this area important?• Question 3: How do we presume competence in the inclusion - [How to Write Strong Transition Goals for Students](https://www.theintentionaliep.com/lessons/how-to-write-strong-transition-goals-for-students/) - • Stephanie: Welcome and Introductions• About Laine, Laine’s Teaching Experience and Role at the IEP Table• Question 1: Transition goals could refer to a few different things. Can you explain what transition goals are?• Question 2: How do you determine what transition goals to write? Where do you start?• Question 3: How do we write - [Effective Strategies for Writing Present Levels in the IEP](https://www.theintentionaliep.com/lessons/effective-strategies-for-writing-present-levels-in-the-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Jennifer, Jennifer’s Teaching Experience and Role at the IEP Table4:00 • Question 1: What is the PLOP and what information should be in this section of the IEP?18:14 • Question 2: Should the caseload manager be the only person who writes this section of the - [Presenting Present Levels in the IEP and Making Them Meaningful for Families](https://www.theintentionaliep.com/lessons/presenting-present-levels-in-the-iep-and-making-them-meaningful-for-families/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:33 • About Krista, Krista’s Teaching Experience and Role at the IEP Table2:37• Question 1: What information goes into the Present Levels?5:21• Question 2: What can a special education teacher do to help present the PL to families in a way that they understand, but also feel good - [How to Promote Positive Collaboration at IEP Meetings](https://www.theintentionaliep.com/lessons/how-to-promote-positive-collaboration-at-iep-meetings/) - How often might a teacher or parent need to attend an IEP meeting? And why do we have IEP meetings? How can we promote positivity at or for an IEP meeting? How can we promote collaboration at or for an IEP meeting? And does this only happen AT the meeting? How do you prep for - [Understanding IEPs and How to Implement Them Successfully](https://www.theintentionaliep.com/lessons/understanding-ieps-and-how-to-implement-them-successfully/) - You and I could chat about IEPs all day, but let’s start with this. What is your favorite part of the IEP and why?What advice do you have for first time teachers writing IEPs?What should teachers be doing to make the IEP team feel cohesive and truly a teamHow can teachers help families advocate for - [The Importance of Sending a Draft IEP Before the Meeting](https://www.theintentionaliep.com/lessons/the-importance-of-sending-a-draft-iep-before-the-meeting/) - Sending a draft IEP before the meeting is crucial to avoid surprises. Related Resources:IEP Writing TimelineIEP ToolkitBundle of Input Questions - [Writing and Implementing Effective Supports in the IEP](https://www.theintentionaliep.com/lessons/writing-and-implementing-effective-supports-in-the-iep/) - Find It Quickly:• Stephanie: Welcome and Introductions• About Robin, Robin’s Teaching Experience and Role at the IEP Table• Question 1: Where in an IEP can team supports be written in?• Question 2: What types of supports can be written into an IEP?• Question 3: Writing these supports into an IEP is only one small step. - [Understanding the 3 Main Parts of an IEP](https://www.theintentionaliep.com/lessons/understanding-the-3-main-parts-of-an-iep/) - [Incorporating Sensory Breaks into Your Classroom Routine](https://www.theintentionaliep.com/lessons/incorporating-sensory-breaks-into-your-classroom-routine/) - • Stephanie: Welcome and Introductions• About Sarah, Sarah’s Teaching Experience and Role at the IEP Table• Question 1: What is a sensory break or exercise?• Question 2: What are your favorite 3-5 sensory breaks or exercises to help students with emotional regulation?• Question 3: How often do you do these? And what does it look - [Understanding Sensory Processing Disorders in the Classroom](https://www.theintentionaliep.com/lessons/understanding-sensory-processing-disorders-in-the-classroom/) - • Stephanie: Welcome and Introductions• About Samantha, Samantha’s Teaching Experience and Role at the IEP Table• Question 1: What are the different types of sensory processing disorders?• Question 2: How do sensory processing and emotional regulation connect? And how does this tie into behaviors we may see in the classroom• Question 3: What are some - [Sensory Integrations : How to Choose and Implement Sensory Strategies for Students](https://www.theintentionaliep.com/lessons/sensory-integrations-how-to-choose-and-implement-sensory-strategies-for-students/) - • Stephanie: Welcome and Introductions• About Kori, Kori’s Teaching Experience and Role at the IEP Table• Question 1: What are sensory strategies? What does that mean? Let’s start at the beginning.• Question 2: Why is integrating sensory supports so beneficial for our students?• Question 3: What are your favorite sensory strategies that anyone can implement?• - [Executive Function Skills in the IEP and How to Write Effective Supports](https://www.theintentionaliep.com/lessons/executive-function-skills-in-the-iep-and-how-to-write-effective-supports/) - • Stephanie: Welcome and Introductions• About Shannon, Shannons’s Teaching Experience and Role at the IEP Table• Question 1: What are executive function skills, and why are they important?• Question 2: Where in an IEP will we find this information, and how do we write these supports into an IEP?• Question 3: What are some common - [Organization Tips for Resource Teachers](https://www.theintentionaliep.com/lessons/organization-tips-for-resource-teachers/) - • Stephanie: Welcome and Introductions• About Whitney, Whitney’s Teaching Experience and Role at the IEP Table• Question 1: How do you stay organized as a resource teacher? What have you found that works best for you? • Question 2: How do you manage getting all student minutes in, and also working on IEP goals?• Question 3: - [Sending Draft IEPs: What Teachers Need to Know](https://www.theintentionaliep.com/lessons/sending-draft-ieps-what-teachers-need-to-know/) - Stephanie: Welcome and Introduction Heather Introduction What is a draft IEP and why is it important? What section(s) of the IEP should be sent home in the draft and why? What does sending home the draft IEP process look like for you? What is your “IEP Writing Timeline”? At what point do you feel like - [Section 3: Writing a Strong IEP Profile](https://www.theintentionaliep.com/lessons/section-3-writing-a-strong-iep-profile/) - • Stephanie: Welcome and Introductions• About Melinda, Melinda’s Teaching Experience and Role at the IEP Table• Question 1: What is the profile section of the IEP?• Question 2: Why is this an important section of the IEP?• Question 3: How can we, as teachers, make sure the profile section of the IEP is written and - [Establishing Effective Teaching Habits](https://www.theintentionaliep.com/lessons/establishing-effective-teaching-habits/) - Stephanie: Welcome and Introduction Related Resources:Importance of Draft IEP TrainingIEP Writing Timeline Download - [Strategies for Managing IEP Paperwork + Deadlines](https://www.theintentionaliep.com/lessons/strategies-for-managing-iep-paperwork-deadlines/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:21 • Question 1: How do you feel about keeping all of the IEP paperwork organized, and how has this organization helped you?2:20 • Question 2: How do you keep all of the paperwork organized? Do - [Understanding Special Education Law](https://www.theintentionaliep.com/lessons/understanding-special-education-law/) - 0:00• Stephanie: Welcome and Introductions0:12• Introduction0:43• Book Share with Insider Tips7:05• Website Share with Insider Tips8:39• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseBook Recommendations:All About IEPs | 100 Frequently Asked Questions | DSM-5 | Special Education Law Website Recommendations:Wrights Law | Yellowpages for Kids - [504s vs IEPs: What's the Difference](https://www.theintentionaliep.com/lessons/504s-vs-ieps-whats-the-difference/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Melissa, Melissa’s Teaching Experience and Role at the IEP Table1:26 • Question 1: What is a 504 plan?2:08 • Question 2: How does a 504 differ from an IEP?3:18 • Question 3: What supports are available within a 504 plan?04:47• Question 4: Can a student - [5 Must-Read Books for Special Education Teachers](https://www.theintentionaliep.com/lessons/5-must-read-books-for-special-education-teachers/) - • Stephanie: Welcome and Introductions• Introduction • Book Share• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course | Book Recommendations:All About IEPs | The Special Needs School Survival Guide | Parents and Partners Partnering for Children with Disabilities: The Dance That Matters | Your Special Education Rights | The Gift of Failure Website Recommendations:Wrights Law - [The IEP Writing Framework Every Teacher Needs](https://www.theintentionaliep.com/lessons/the-iep-writing-framework-every-teacher-needs/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:37 • About Nicole, Nicole’s Teaching Experience and Role at the IEP Table2:07• It is important to have a system in place for writing IEPs. Not only does it make the process easier, but it keeps you in compliance with due dates. What does your IEP Writing System - [Choosing the Right Speech Service Model](https://www.theintentionaliep.com/lessons/choosing-the-right-speech-service-model/) - What are the different service delivery models for speech services? How do you determine the best service delivery model? What data do you need to make this decision? Is there anything a special education teacher can do to help in this decision, either pre-decision or after the IEP meeting? What is your best piece of - [Supporting Sensory-Based Feeding Challenges](https://www.theintentionaliep.com/lessons/supporting-sensory-based-feeding-challenges/) - • Stephanie: Welcome and Introductions• About Sam, Sam's Teaching Experience and Role at the IEP Table 1. How can a teacher approach a parent when they suspect a child might be having challenges eating? 2. What are some signs that a child may be struggling with eating? 3. Who can help with eating challenges? 4. - [How to Choose the Right Speech Goals](https://www.theintentionaliep.com/lessons/how-to-choose-the-right-speech-goals/) - • Stephanie: Welcome and Introductions• About Jenna, Jenna’s Teaching Experience and Role at the IEP Table• Question 1: What are the different speech areas - for lack of better phrasing - that a student may need an IEP goal written for?• Question 2: How do you choose speech and language goals for a new student - [Maximizing Impact Through Specials Collaboration](https://www.theintentionaliep.com/lessons/maximizing-impact-through-specials-collaboration/) - • Stephanie: Welcome and Introductions • About Katie and Anna, their Teaching Experience and Role at the IEP Table • Question 1: What are social emotional skills, and why should they be practiced in the PE setting? • Question 2: How can we do this? Fill us in! • Question 3: What is your favorite - [Should I or the SLP?](https://www.theintentionaliep.com/lessons/should-i-or-the-slp/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Hallie, Hallie’s Teaching Experience and Role at the IEP Table2:10 • Question 1: Where in a child’s IEP do you find information on a child’s SLP services?4:39 • Question 2: How does a teacher know who will take data on speech goals? Is it our - [Effective Collaboration Between SLPs and Teachers](https://www.theintentionaliep.com/lessons/effective-collaboration-between-slps-and-teachers/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Rosemarie, Rosemarie’s Teaching Experience and Role at the IEP Table1:58• Question 1: What is the SLPs role on the IEP Team?4:03• Question 2: What can teachers do to help an SLP feel like a more integrated, important role at the IEP table?4:09 • Question 3: - [Adapted P.E.: Tools and Techniques for Success](https://www.theintentionaliep.com/lessons/adapted-p-e-tools-and-techniques-for-success/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Margery, Margery’s Teaching Experience and Role at the IEP Table2:22• Question 1: Before we get started, let’s define what APE is and what it stands for.3:31 • Question 2: Who receives Adapted PE services? (we can chat here about how some special ed teachers may never - [Building Strong Partnerships with Outside Clinicians](https://www.theintentionaliep.com/lessons/building-strong-partnerships-with-outside-clinicians-2/) - 0:00 • Stephanie: Welcome and Introductions0:27 • About Evelyn, Evelyn’s Education Experience and Role at the IEP Table1:27 • Question 1: What is a service provider and what service providers might a special education teacher work with?2:10 • Question 2: Where in the IEP will we find service provider “information” related to the student?3:26 • - [Understanding OT in Schools](https://www.theintentionaliep.com/lessons/understanding-ot-in-schools/) - What is “OT”? What does OT look like in a school setting? What do OTs work on? What services do OTs provide? If a teacher suspects a child may need OT services, what should the teacher do? What is your best piece of advice for teachers working with OTs? - [Admin Strategies for Success](https://www.theintentionaliep.com/lessons/admin-strategies-for-success/) - 0:00 • Stephanie: Welcome and Introductions0:25 • About Caity, Caity’s Teaching Experience and Role at the IEP Table1:48 • Question 1: What is the administrator’s role in an IEP meeting?4:21 • Question 2: What do you want teachers to know about an administrator’s role in the IEP?6:49 • Question 3: What advice do you have - [Framework for Effective Paraprofessional Support](https://www.theintentionaliep.com/lessons/framework-for-effective-paraprofessional-support/) - How do you include paras in the IEP process? Do you use a specific framework to include paras in the IEP process? What does your framework look like? What is your best piece of advice for including paras in the IEP process? Related Resources: Para Shirt Stickers: Special Education Parapro Sticker Paras Make It Possible - [Empowering Paraprofessionals for Success](https://www.theintentionaliep.com/lessons/empowering-paraprofessionals-for-success/) - • Stephanie: Welcome and Introductions• Six tips for collaboration Related Resources: Free Members Only Para Input FormOther Para TrainingsPara BinderTeachers Count On You #Para StickerSticky Note Data Collection TrainingParas Make It Possible StickerThis Classroom Runs on Paras StickersParas Make it Possible T-ShirtPara Input Questionnaire FormKeep Calm and Ask My Para - [Teachers and Paras: Building Strong Teams](https://www.theintentionaliep.com/lessons/teachers-and-paras-building-strong-teams/) - • Stephanie: Welcome and Introductions• About April, April’s Teaching Experience and Role at the IEP Table• Question 1: What are 3 ways teachers can support paras in the classroom?• Question 2: What is something that is not helpful in working with paraprofessionals?• Question 3: Let’s talk communication…•What is your best piece of advice for managing - [The Role of Paraprofessionals](https://www.theintentionaliep.com/lessons/the-role-of-paraprofessionals/) - • Stephanie: Welcome and Introductions• Sarah Introduction • What is a paraprofessional, and will every special education teacher have the honor of working with a paraprofessional?• Are paras the same as support staff, the same as a classroom or 1:1 aide?• What is the role of a paraprofessional in the classroom? What expectations should be set - [Supporting and Coaching Your Paraprofessionals](https://www.theintentionaliep.com/lessons/supporting-and-coaching-your-paraprofessionals/) - • Stephanie: Welcome and Introductions• About Nicolette, Nicolette’s Teaching Experience and Role at the IEP Table• Question 1: What is the role of a paraprofessional?• Question 2: What are some things that a para may need trained on?• Question 3: How can a case manager or special ed teacher help facilitate or provide this training?• - [How Paras Can Support IEPs](https://www.theintentionaliep.com/lessons/how-paras-can-support-ieps/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Jennifer, Jennifer’s Teaching Experience and Role at the IEP Table1:14• Question 1: Today we’re going to chat about IEPs and paras, but I do feel like this information will be helpful for other adults who will be implementing the IEP. So I want to break - [How to Work with Paras in General Ed](https://www.theintentionaliep.com/lessons/how-to-work-with-paras-in-general-ed/) - Stephanie: Welcome and introductions About Lydia, Lydia’s Teaching Experience and Role at the IEP Table How do you figure out which para goes into which classroom, or scheduling them for gen ed time? What does that process look like for you? What are some of the roles and responsibilities of paras that go into general - [Building Strong Partnerships with Outside Clinicians](https://www.theintentionaliep.com/lessons/building-strong-partnerships-with-outside-clinicians/) - • Stephanie: Welcome and Introductions Related Resources: Who is on the IEP Team Blog PostIEP Team TrainingThe Intentional IEP Book - [The Impact and Importance of Inclusion](https://www.theintentionaliep.com/lessons/the-impact-and-importance-of-inclusion/) - • Stephanie: Welcome and Introductions• About Aaron, Aarons’s Teaching Experience and Role at the IEP Table• Question 1: What is inclusion, and how is it different than mainstreaming?• Question 2: What is the power of inclusion? Why should everyone be advocating for inclusion?• Question 3: What questions should parents ask about the inclusion classrooms at - [Building a Collaborative Team for IEP Meetings](https://www.theintentionaliep.com/lessons/building-a-collaborative-team-for-iep-meetings/) - • Stephanie: Welcome and Introductions Related Resources: IEP Meeting AgendasIEP Input Form BundleIEP Writing TimelineThe Intentional IEP Book Additional Supports Training with HeatherAmendment Training with Heather - [How to Involve Paraprofessionals in the IEP Process](https://www.theintentionaliep.com/lessons/how-to-involve-paraprofessionals-in-the-iep-process/) - • Stephanie: Welcome and Introductions Related Resources: Paraprofessional TrainingsAdditional Supports Training with HeatherFree Members Only Para Input FormPara BinderTeachers Count On You #Para StickerParas Make It Possible StickerThis Classroom Runs on Paras StickersParas Make it Possible T-ShirtPara Input Questionnaire FormKeep Calm and Ask My ParaThe Intentional IEP Book - [How to Collect Data Effectively in the Inclusion Setting](https://www.theintentionaliep.com/lessons/how-to-collect-data-effectively-in-the-inclusion-setting/) - • Stephanie: Welcome and Introductions• About Alissa, Alissa’s Teaching Experience and Role at the IEP Table• Question 1: Is collecting data as an inclusion teacher different than a resource teacher or self-contained teacher? What are you collecting data on?• Question 2: Share with us how you collect data as an inclusion teacher!• Question 3: How - [5 Steps to Make Transitions Easier for Your Students](https://www.theintentionaliep.com/lessons/5-steps-to-make-transitions-easier-for-your-students/) - • Stephanie: Welcome and Introductions• About Lisa, Lisa’s Teaching Experience and Role at the IEP Table When does, or when should transition planning begin for our students with IEPs? And why is this such a crucial step for these students? All right - let’s dive in! What is the 5-step IEP transition planning strategy to - [How to Effectively Use the Additional Supports Section in IEPs](https://www.theintentionaliep.com/lessons/how-to-effectively-use-the-additional-supports-section-in-ieps/) - • Stephanie: Welcome and Introductions• About Heather, Heather’s Teaching Experience and Role at the IEP Table• Question 1: What is this special section that we can put “additional supports and/or training” into?• Question 2: How can teachers and IEP team members use this section of the IEP to their advantage? What are some things we - [Using Assistive Technology to Support IEP Goals](https://www.theintentionaliep.com/lessons/using-assistive-technology-to-support-iep-goals/) - • Stephanie: Welcome and Introductions• About Courtney, Courtney’s Teaching Experience and Role at the IEP Table• Question 1: What is “Assistive Tech”, and what are the two frameworks?• Question 2: What are some examples of Assistive Tech?• Question 3: What are some things that parents and teachers need to know about when it comes to - [The One Question That Can Transform Your Approach to Trauma-Informed Care](https://www.theintentionaliep.com/lessons/the-one-question-that-can-transform-your-approach-to-trauma-informed-care/) - • Stephanie: Welcome and Introductions• About Nichole, Nichole’s Teaching Experience and Role at the IEP Table• Question 1: What does it mean to be trauma-informed? And why is it so important when working in today’s classrooms?• Question 2: What is the one golden question we can use to reframe reactions and responses?• Question 3: How - [Understanding Dyslexia](https://www.theintentionaliep.com/lessons/understanding-dyslexia/) - • Stephanie: Welcome and Introductions• About Priscilla, Priscillas’s Teaching Experience and Role at the IEP Table 1. What is dyslexia? And what are common signs a student with dyslexia might show?2. What services are available for students with dyslexia?3. What supports are helpful for students with dyslexia? (Think: accommodations, modifications, related services, interventions, etc.)4. How - [Simple Ways to Reduce Student Anxiety in the Classroom](https://www.theintentionaliep.com/lessons/simple-ways-to-reduce-student-anxiety-in-the-classroom/) - Stephanie Welcome and Introductions About Jennifer, Jennifer's Teaching Experience and Role at the IEP Table What is the difference between anxiety and stress? How do adults play into reducing student anxiety? Adults stay regulated… etc. How do we help reduce student anxiety in the classroom? Classroom environment Goals for each student Picking our battles Addressing - [Taking Care of You: Self-Care for Teachers](https://www.theintentionaliep.com/lessons/taking-care-of-you-self-care-for-teachers/) - Stephanie: Welcome and introductions About Diane, Diane's Teaching Experience and Role at the IEP Table Why is self care so important for teachers, and how does this correlate with teacher well being? How does taking care of oneself correlate with burn out rates in our profession? What are some examples of self care? What tips - [Understanding and Managing Compassion Fatigue and Burnout](https://www.theintentionaliep.com/lessons/understanding-and-managing-compassion-fatigue-and-burnout/) - Stephanie: Welcome and introductions About Charissa, Charissa’s Teaching Experience and Role at the IEP Table What is compassion fatigue? And why do such a large number of teachers experience it? What are some signs or symptoms of compassion fatigue? How does compassion fatigue correlate to or with burnout for teachers? What can or should a - [Signs You Might Need an Educational Advocate](https://www.theintentionaliep.com/lessons/signs-you-might-need-an-educational-advocate/) - • Stephanie: Welcome and Introductions• About Aaron, Aaron's Teaching Experience and Role at the IEP Table• Question 1: When is it time to hire an advocate (as a parent)?• Question 2: How do you know if you and an advocate are a good fit?• Question 3: What steps should a parent take to let the - [Listening to and Learning from Autistic Voices](https://www.theintentionaliep.com/lessons/listening-to-and-learning-from-autistic-voices/) - • Stephanie: Welcome and Introductions• About Beth, Beth’s Teaching Experience and Role at the IEP Table• Question 1: Why is inclusion important? (think: awareness vs. acceptance vs. inclusion)• Question 2: What are some things that IEP teams can do for or with the autistic community?• Question 3: How can IEP teams help autistic voices be - [Shifting How We See Student Behavior](https://www.theintentionaliep.com/lessons/shifting-how-we-see-student-behavior/) - • Stephanie: Welcome and Introductions• About Sam, Sam’s Teaching Experience and Role at the IEP Table• Question 1: How do we shift what we believe about challenging student behaviors?• Question 2: How can we train other staff in our rooms, like paraprofessionals, to be on the same page as us? How do you communicate with - [How to Bring Back Student Motivation](https://www.theintentionaliep.com/lessons/how-to-bring-back-student-motivation/) - • Stephanie: Welcome and Introductions• About Breann, BreAnn’s Teaching Experience and Role at the IEP Table• Question 1: Why is motivation so important to the success of our students? And why is this part of our job as teachers?• Question 2: Why might a student become unmotivated? Are there ways we can help prevent this - [Implementing Trauma-Informed Care in the Classroom and IEPs](https://www.theintentionaliep.com/lessons/implementing-trauma-informed-care-in-the-classroom-and-ieps/) - • Stephanie: Welcome and Introductions• About Beth, Beth’s Teaching Experience and Role at the IEP Table•Question 1: What is trauma-informed care? And why is it important?•Question 2: How can teachers provide trauma-informed care to students?•Question 3: What are your favorite, or go-to supports or services that have been beneficial to students who have experienced trauma?•Question - [How the Sacrifice/Renewal Cycle Impacts Teacher Burnout and How to Fight It](https://www.theintentionaliep.com/lessons/how-the-sacrifice-renewal-cycle-impacts-teacher-burnout-and-how-to-fight-it/) - • Stephanie: Welcome and Introductions• About Jen, Jen’s Teaching Experience and Role at the IEP Table• Question 1: What is the sacrifice/renewal cycle?• Question 2: Will you please explain how this cycle is both the problem and the solution for burnout?• Question 3: How do we combat burnout throughout this cycle?•What is your best piece - [Helping Students Strengthen Their Executive Functioning Skills](https://www.theintentionaliep.com/lessons/helping-students-strengthen-their-executive-functioning-skills/) - • Stephanie: Welcome and Introductions• About Amanda, Amanda’s Teaching Experience and Role at the IEP Table• Question 1: What is executive functioning? What skills are covered under this?• Question 2: What are some signs a student might show if they are in need of EF supports and services?• Question 3: Fill us in… what are - [Tips for Developing an Efficient Homework System for Students with IEPs](https://www.theintentionaliep.com/lessons/tips-for-developing-an-efficient-homework-system-for-students-with-ieps/) - • Stephanie: Welcome and Introductions• About Robin, Robin’s Teaching Experience and Role at the IEP Table• Question 1: Why is homework important for some students?• Question 2: What is your low prep homework system? Fill us in!• What is your best piece of advice for creating a low prep homework system for students with IEPs?• - [Staying Organized as a Teacher Who Travels to Different Schools](https://www.theintentionaliep.com/lessons/staying-organized-as-a-teacher-who-travels-to-different-schools/) - • Stephanie: Welcome and Introductions• About Lucy, Lucy’s Teaching Experience and Role at the IEP Table• Question 1: What position might a teacher have that allows them to travel to different schools? • Question 2: What does your day look like as a traveling teacher? Or what might a teacher’s day look like?• Question 3: How - [Supporting Students in Community Based Work Experiences](https://www.theintentionaliep.com/lessons/supporting-students-in-community-based-work-experiences/) - • Stephanie: Welcome and Introductions• About Nicole, Nicole’s Teaching Experience and Role at the IEP Table• Question 1: What is a Community Based Work Experience? And when should students start going on them? Why are these trips so beneficial for our students?• Question 2: What kinds of things do you do on these work based experiences? Where - [Everything Teachers Need to Know About AAC and Communication Devices](https://www.theintentionaliep.com/lessons/everything-teachers-need-to-know-about-aac-and-communication-devices/) - • Stephanie: Welcome and Introductions• About Jordan, Jordan’s Teaching Experience and Role at the IEP Table•Question 1: What does AAC stand for? Why is it important to know and learn about, and also advocate for?•Question 2: What are the different forms of communication (AAC)? (let’s go through each here)•Question 3: What might the process of - [Becoming a Leader and Not a Boss in Managing Support Staff](https://www.theintentionaliep.com/lessons/becoming-a-leader-and-not-a-boss-in-managing-support-staff/) - • Stephanie: Welcome and Introductions• About Jennifer, Jennifers’s Teaching Experience and Role at the IEP Table• Question 1: What is the difference between being a leader and being a boss?• Question 2: Why is being a leader so important when it comes to managing support staff in the classroom?• Question 3: What steps can a - [Creating a Support System for Parents in the Special Education Community](https://www.theintentionaliep.com/lessons/creating-a-support-system-for-parents-in-the-special-education-community/) - • Stephanie: Welcome and Introductions• About Abby, Abby’s Teaching Experience and Role at the IEP Table• Question 1: Why is it important for parents to “find their people” within the special education community?• Question 2: How or where can parents begin looking for their support system, outside of family and friends?• Question 3: How can - [How to Collect and Organize Data in a Resource Setting](https://www.theintentionaliep.com/lessons/how-to-collect-and-organize-data-in-a-resource-setting/) - • Stephanie: Welcome and Introductions• About Whitney, Whitney’s Teaching Experience and Role at the IEP Table• Question 1: What does your data collection system look like for your resource setting?• Question 2: How do you fit all of this in while also teaching and pushing into the classroom?• Question 3: How do you get the - [Creating and Implementing Effective Behavior Intervention Plans (BIPs)](https://www.theintentionaliep.com/lessons/creating-and-implementing-effective-behavior-intervention-plans-bips/) - • Stephanie: Welcome and Introductions• About Abby, Abby’s Teaching Experience and Role at the IEP Table• Question 1: When do you know it’s time to either ask for a BIP?• Question 2: What data does an IEP team need in order to write an effective BIP? How do you take this data as the teacher?• - [Understanding Working Memory and Its Impact on Learning Disabilities](https://www.theintentionaliep.com/lessons/understanding-working-memory-and-its-impact-on-learning-disabilities/) - • Stephanie: Welcome and Introductions• About Rae, Rae’s Teaching Experience and Role at the IEP Table• Question 1: What is working memory?• Question 2: How can working memory impact a student’s learning disability?• Question 3: What are some signs/”symptoms” that IEP teams should be on the lookout for when it comes to a working memory - [How to Make IEPs More Neuro-Affirming and Supportive](https://www.theintentionaliep.com/lessons/how-to-make-ieps-more-neuro-affirming-and-supportive/) - • Stephanie: Welcome and Introductions• About Destiny, Destiny’s Teaching Experience and Role at the IEP Table• Question 1: What does neuro-affirming mean, and what does it look like in an IEP• Question 2: What does a neuro-affirming IEP look like?• Question 3: What are the most common neuro-affirming supports a teacher can write into an - [How to Read and Use Special Education Evaluation Reports](https://www.theintentionaliep.com/lessons/how-to-read-and-use-special-education-evaluation-reports/) - • Stephanie: Welcome and Introductions• About Christen, Christen’s Teaching Experience and Role at the IEP Table• Question 1: What are the different parts of an evaluation report?• Question 2: Where should a teacher start when reading an evaluation?• Question 3: How can a teacher take the evaluation report to help him/her write the next IEP?• - [Supporting Bilingual Families at the IEP Table](https://www.theintentionaliep.com/lessons/supporting-bilingual-families-at-the-iep-table/) - • Stephanie: Welcome and Introductions• About Sandy, Sandy’s Teaching Experience and Role at the IEP Table What are some ways a teacher can advocate for a bilingual student/family at the IEP table, or throughout the process? Let’s talk about interpreters and providing documents, like a proposed draft, in the family’s native language… what if there’s - [The Right Time for a Special Education Referral and How to Start the Process](https://www.theintentionaliep.com/lessons/the-right-time-for-a-special-education-referral-and-how-to-start-the-process/) - • Stephanie: Welcome and Introductions• About Abbey, Abbey’s Teaching Experience and Role at the IEP Table How do you know it’s time to move from interventions to a special education referral? Because it’s important for teachers to hear the answer to this: does a student *need* to go through RTI tiers before a referral? How - [Understanding Special Education Eligibility Categories and the IDEA Process](https://www.theintentionaliep.com/lessons/understanding-special-education-eligibility-categories-and-the-idea-process/) - • Stephanie: Welcome and Introductions• About Briana, Briana’s Teaching Experience and Role at the IEP Table• Question 1: What are the 13 different special education eligibility categories? • Question 2: How does a medical diagnosis differ from an educational eligibility?• Question 3: What is the [general IDEA] process for receiving special education eligibility? (think: not state - [Supporting Students with Chronic Illness in the Classroom](https://www.theintentionaliep.com/lessons/supporting-students-with-chronic-illness-in-the-classroom/) - • Stephanie: Welcome and Introductions• About Kyle, Kyle’s Teaching Experience and Role at the IEP Table• Question 1: What does health-body-brain connection mean?• Question 2: How does chronic illness impact student learning? What are some examples?• Question 3: How can we help our students who experience chronic illness in the classroom? Are there specific accommodations/modifications/supports - [Trauma-Informed Practices for Creating a Safe Classroom Environment](https://www.theintentionaliep.com/lessons/trauma-informed-practices-for-creating-a-safe-classroom-environment/) - • Stephanie: Welcome and Introductions• About Denise, Denise’s Teaching Experience and Role at the IEP Table• Question 1: What are the different types of trauma?• Question 2: Explain how we can make all students feel safe in any classroom. (maybe 3 ways) What about in the school in general?• Question 3: What are trauma-informed practices - [How to Choose and Teach Replacement Behaviors for Students](https://www.theintentionaliep.com/lessons/how-to-choose-and-teach-replacement-behaviors-for-students/) - Stephanie Welcome and Introductions About Kristin, Kristin's Teaching Experience and Role at the IEP Table Question 1: What is a replacement behavior, and what are examples of replacement behaviors? Question 2: How do you choose the most appropriate replacement behavior for a student? What is your best piece of advice for teaching replacement behaviors Where - [How Trauma Affects Student Behavior and How to Support Healing](https://www.theintentionaliep.com/lessons/how-trauma-affects-student-behavior-and-how-to-support-healing/) - Stephanie Welcome and Introductions About Nicolette, her Teaching Experience and Role at the IEP Table Question 1: In what ways could trauma affect a student's behavior? Do certain traumas manifest in different ways? Question 2: Are there any specific strategies that help with the big behaviors? Or is it more of a student-by-student approach? Question - [Understanding Bloom’s Taxonomy, Webbs Depth of Knowledge, and Cognitive Rigor](https://www.theintentionaliep.com/lessons/understanding-blooms-taxonomy-webbs-depth-of-knowledge-and-cognitive-rigor/) - Stephanie Welcome and Introductions About Kristina, Kristina’s Teaching Experience and Role at the IEP Table What is Bloom’s Taxonomy? Webbs Depth of Knowledge? Cognitive Rigor Matrix? Are all of these important to a child’s learning? Should one come before another? How do we use these to teach students? What else do we need to know - [Avoiding the “80% Accuracy” Trap in IEP Goal Writing](https://www.theintentionaliep.com/lessons/avoiding-the-80-accuracy-trap-in-iep-goal-writing/) - Stephanie: Welcome and introductions About Heather, Heather’s Teaching Experience and Role at the IEP Table What is your best piece of advice scheduling para time in general education classrooms? What are the different types of goal criteria and why does it matter? How do you determine a goal’s criteria? Why shouldn’t we write “80% accuracy - [Supporting Students with Aggressive Behaviors and Managing Classroom Safety](https://www.theintentionaliep.com/lessons/supporting-students-with-aggressive-behaviors-and-managing-classroom-safety/) - • Stephanie: Welcome and Introductions• About Carla, Carla's Teaching Experience and Role at the IEP Table• Question 1: • What are some examples of aggressive behavior? And why might students be exhibiting these behaviors?•How can staff help students exhibiting aggressive behaviors, during?•How can we protect staff and other classroom students during?•What do we do when - [August | Accommodations Part 3](https://www.theintentionaliep.com/lessons/august-accommodations-part-3/) - Stephanie: Welcome and IntroductionsRelated Resources: - [August | Accommodations Part 2](https://www.theintentionaliep.com/lessons/august-accommodations-part-2/) - [August | Accommodations Part 1](https://www.theintentionaliep.com/lessons/august-accommodations-part-1/) - Introduction: Stephanie Welcome and Introduction - [Course Printables](https://www.theintentionaliep.com/lessons/course-printables/) - IEP Goal Mastery Data Sheet Goal Progress SheetLesson Planning to Goals Data SheetIEP Goal Monitoring - [Course Printables](https://www.theintentionaliep.com/lessons/course-printables-3/) - Lesson Planning to Goals Data SheetIEP at a Glance Data SheetIEP Meeting ChecklistSPED Acronyms - [Best Practices for Safe and Ethical Restraint | with Becca](https://www.theintentionaliep.com/lessons/best-practices-for-safe-and-ethical-restraint-with-becca/) - • Stephanie: Welcome and Introductions• About Becca, Becca’s Teaching Experience and Role at the IEP Table• Question 1: What is physical management? • Question 2: Why do we need to have/use physical interventions? • Question 3: How do you practice ethical physical management? (Only in emergencies and documentation + review practices) • Question 4: Why is documentation so - [Making FBAs Work: Avoiding Mistakes and Misconceptions | with Haley](https://www.theintentionaliep.com/lessons/making-fbas-work-avoiding-mistakes-and-misconceptions-with-haley/) - • Stephanie: Welcome and Introductions• About Haley: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question What is the purpose of a Functional Behavior Assessment (FBA), and how can educators ensure that FBAs are conducted with fidelity and lead to meaningful insights rather than just compliance? Why - [Practical Coping Strategies to Support Students | with Amanda](https://www.theintentionaliep.com/lessons/practical-coping-strategies-to-support-students-with-amanda/) - • Stephanie: Welcome and Introductions• About Amanda, Amanda’s Teaching Experience and Role at the IEP Table•What is a coping strategy? And when might they be used in a classroom setting?•What signs might a student exhibit if they are in need of learning how to cope?•What are some examples of coping strategies?•What is your best piece - [Breaking the 80% Rule: Smarter, More Accurate Goal Writing | with Heather](https://www.theintentionaliep.com/lessons/80-accuracy-on-goals-2/) - Stephanie: Welcome and introductions About Heather, Heather’s Teaching Experience and Role at the IEP Table What is your best piece of advice scheduling para time in general education classrooms? What are the different types of goal criteria and why does it matter? How do you determine a goal’s criteria? Why shouldn’t we write “80% accuracy - [Special Ed Myth Busters: What’s Real, What’s Not, and What Matters | with Stephanie](https://www.theintentionaliep.com/lessons/special-ed-myth-busters-whats-real-whats-not-and-what-matters/) - In this training Stephanie is clearing up common misunderstandings about special education and IEPs. Related Resources:SDI Blog Post Paras Role in SDI Blog Gen Ed + SDI Blog Post504s and IEPs Blog - [Building Stronger Parent and Teacher Teams for IEP Success | with Cassandra](https://www.theintentionaliep.com/lessons/building-stronger-parent-and-teacher-teams-for-iep-success-2/) - • Stephanie: Welcome and Introductions• Cassandra’s Teaching Experience and Role at the IEP Table• Question 1: What are some best practices for maintaining open, productive communication between parents and teachers throughout the school year?• Question 2: How can educators encourage and empower parents to be active, informed, and engaged members of their child’s IEP team?• - [Sending a Draft IEP Before the Meeting: Why It Matters | with Stephanie](https://www.theintentionaliep.com/lessons/sending-a-draft-iep-before-the-meeting-why-it-matters-with-stephanie/) - Sending a draft IEP before the meeting is crucial to avoid surprises. Related Resources:IEP Writing TimelineIEP ToolkitBundle of Input Questions - [Special Education Eligibility and the IDEA Process: What You Need to Know | with Brianna](https://www.theintentionaliep.com/lessons/special-education-eligibility-and-the-idea-process-what-you-need-to-know-with-brianna/) - • Stephanie: Welcome and Introductions• About Briana, Briana’s Teaching Experience and Role at the IEP Table• Question 1: What are the 13 different special education eligibility categories? • Question 2: How does a medical diagnosis differ from an educational eligibility?• Question 3: What is the [general IDEA] process for receiving special education eligibility? (think: not state - [3 Foundational Aspects of the IEP: Building Strong Plans from the Start | with Megan](https://www.theintentionaliep.com/lessons/3-foundational-aspects-of-the-iep-building-strong-plans-from-the-start-with/) - Start with these core pieces to write stronger, more meaningful IEPs.Break down the three foundational aspects without giving everything away: Discover practical strategies for implementing the plan successfully from day one.Understand the essential components that every effective IEP must include.Learn how to connect student needs to measurable goals and services. - [Special Education Law: What You Need to Know and How to Use It | with Ashley](https://www.theintentionaliep.com/lessons/special-education-law-what-you-need-to-know-and-how-to-use-it-with/) - • Question 1: What are the key federal laws governing special education, and how do they impact service delivery in public schools? • Question 2: What are a school district’s legal obligations under IDEA when determining eligibility for special education services? Does a child need to go through the RTI process before being evaluated for - [504 vs IEP Making Sense of the Differences | with Melissa](https://www.theintentionaliep.com/lessons/504-vs-iep-making-sense-of-the-differences-with/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Melissa, Melissa’s Teaching Experience and Role at the IEP Table1:26 • Question 1: What is a 504 plan?2:08 • Question 2: How does a 504 differ from an IEP?3:18 • Question 3: What supports are available within a 504 plan?04:47• Question 4: Can a student - [How to Clearly Document Student Needs in the IEP | with Cortnie](https://www.theintentionaliep.com/lessons/how-to-clearly-document-student-needs-in-the-iep-with-cortnie/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Cortnie, Cortnie’s Teaching Experience and Role at the IEP Table3:08 • Question 1: For the sake of examples, let’s make up a fictitious student who has a specific need.4:10 • Question 2: If you know a student has a specific need, like Jay, what is - [From Plan to Practice IEP Implementation That Works | with Cortnie](https://www.theintentionaliep.com/lessons/from-plan-to-practice-iep-implementation-that-works-with-cortnie/) - In part 1 of this chat, Cortnie and I talked about documenting a need in the IEP. We came up with a fictitious student J who needs help with self regulation. Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Cortnie, Cortnie’s Teaching Experience and Role at the IEP Table2:19 • Question 1: What - [5 Books Every Every Special Education Teacher Needs | with Stephanie](https://www.theintentionaliep.com/lessons/5-books-every-every-special-education-teacher-needs-with-stephanie/) - The must-have reads to help you grow your skills and confidence. Book Recommendations:All About IEPs | The Special Needs School Survival Guide | Parents and Partners Partnering for Children with Disabilities: The Dance That Matters | Your Special Education Rights | The Gift of Failure Website Recommendations:Wrights Law - [How to Share IEP Data So Your Team is Informed and Aligned | with Jessica K.](https://www.theintentionaliep.com/lessons/communicating-data-with-the-iep-team-2/) - • Stephanie: Welcome and Introductions• About Jessica, Jessica’s Teaching Experience and Role at the IEP Table• Question 1: Why is data so important to the entire IEP process? And what does “data driven IEP” mean?• Question 2: Let’s talk about the different ways you can communicate your data collection… (share the different ways)• Question 3: - [Record Keeping for Special Education Teachers: Strategies for Compliance and Protection | with Kimberly](https://www.theintentionaliep.com/lessons/smart-record-keeping-strategies/) - • Stephanie: Welcome and Introductions• About Kimberly: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What types of records should special education teachers maintain, and why is thorough documentation critical?-How can educators organize IEPs, progress reports, and data collection to ensure accessibility and compliance?• Question 2: What are - [IEP Progress Monitoring Made Easy: Strategies That Save Time | with Stephanie](https://www.theintentionaliep.com/lessons/progress-monitoring/) - Learn simple, effective strategies to monitor IEP progress consistently and meaningfully — without adding hours to your workload. - [7 Best Data Sheets for IEP Tracking - Plus How to Use Them Effectively | with Stephanie](https://www.theintentionaliep.com/lessons/top-7-data-sheets-and-how-to-use-them-2/) - Stephanie's go-to forms that save time and actually work. Related Resources:Data Sheet Bundle | IEP Writing Timeline Printable | IEP Writing Mini Training - [Tech-Savvy IEP Tracking: Digital Data Collection Strategies That Work | with Nicole](https://www.theintentionaliep.com/lessons/digital-data-collection-2/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Nicole, Nicole’s Teaching Experience and Role at the IEP Table1:04• Question 1: Why is data collection so important when it comes to writing and implementing IEPs?1:33• Question 2: How do you know how often to collect data? And on what schedule? Where in the IEP - [How to Graph IEP Data and Use It to Shape Your Next Plan | with Heather](https://www.theintentionaliep.com/lessons/graphing-data-2/) - 0:00 • Stephanie: Welcome and Introductions0:21 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:58• Question 1: Before we get into the how, where is this data coming from? And how do we know how much data to collect? Is this written into the IEP somewhere?3:29• Question 2: Why should we graph - [From Numbers to Action: How to Collect and Use Data for Stronger IEPs | with Heather C.](https://www.theintentionaliep.com/lessons/data-collection-2/) - 0:00 • Stephanie: Welcome and Introductions0:18 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:11• Question 1: Why do we have to collect data? Why is data important for IEPs?2:06 • Question 2: What is the method you use for data collection? What does it look like?3:57 • Question 3: How often - [Course Downloads](https://www.theintentionaliep.com/lessons/course-downloads/) - Behavior Think Sheets Behavior Tracker Behavior Incident Report Classroom Observation Form - [Course Printables](https://www.theintentionaliep.com/lessons/course-printables-2/) - Digital Data QR SheetSkills Tracking Data SheetStudent Skill Data SheetSDI Tracking Sheet - [Choosing IEP Goals: Where to Start and What to Consider | with Hannah](https://www.theintentionaliep.com/lessons/choosing-iep-goals-2/) - 0:00 • Stephanie: Welcome and Introductions0:18 • About Hannah, Hannah’s Teaching Experience and Role at the IEP Table2:37• Question 1: Where do you even start when it’s time to choose IEP goals? What is the first step?6:33 • Question 2: What are some things we need to consider when it comes to choosing IEP goals?10:36 - [How to Write Objective Present Levels of Performance (PLOPs) | with Heather](https://www.theintentionaliep.com/lessons/how-to-write-objective-present-levels-2/) - • Stephanie: Welcome and Introductions• About Heather, Heather’s Teaching Experience and Role at the IEP Table• Question 1: What does it mean to have objective present levels? And why is it important to be objective?• Question 2: What data do you recommend having in the present levels?• Question 3: How does being objective in the - [3 Practical Steps to Ensure Your IEPs Meet Compliance Standards | with Stephanie](https://www.theintentionaliep.com/lessons/3-steps-to-writing-more-compliant-ieps-2/) - Learn the 3 essential steps to writing compliant IEPs that meet standards and support student success — without adding stress to your workload. Related Resources: The Intentional IEP BookIEP Writing CourseIEP Input FormsIEP Writing Timeline Found in Membership: LRE PosterService Minute Formula - [Writing a PLOP That Sets the Stage for the Entire IEP | with Stephanie](https://www.theintentionaliep.com/lessons/how-to-write-a-killer-plop-2/) - Learn how to write clear, objective Present Levels of Performance that lay the foundation for meaningful, measurable IEP goals. Related Resources:Present Level Template (in the IEP Toolkit)Intentional IEP Writing Mini Course - [Managing Special Education Paperwork Without the Overwhelm | with Stephanie](https://www.theintentionaliep.com/lessons/managing-and-keeping-up-with-the-paperwork/) - Discover how to streamline your IEP paperwork with organization systems that actually work. Related Resources: The Intentional IEP BookColor Coding Blog PostIEP BinderStudent IEP BindersIEP Writing Timeline Related Blog Posts:https://www.theintentionaliep.com/iep-paperwork/https://www.theintentionaliep.com/the-impossible-paperwork-pile/https://www.mrsdscorner.com/organizing-iep-case-files/Download the Free Priorities ChecklistClassroom Supplies You’ll Need: 8 Pocket Portfolio Pendaflex pile smart: Classification folders with dividers: - [How to Write IEP Goals That Address Student Skill Gaps | with Stephanie](https://www.theintentionaliep.com/lessons/how-to-write-iep-goals-and-skill-gaps/) - Learn how to identify student skill gaps and turn them into clear, measurable IEP goals that support meaningful progress. Related Resources:IEP MatrixPresent Levels Training - [Reverse Planning IEP Goals: How to Work Backwards for Better Results | with Stephanie](https://www.theintentionaliep.com/lessons/reverse-planning-for-iep-goals-2/) - A step-by-step guide to reverse planning IEP goals — from data and present levels to grade-level standards and measurable skills. 0:00• Stephanie: Welcome and Introductions1:28• Step 1: Data and Present Levels3:35• Step 2: Grade Level Standards4:19• Step 3 : Prerequisite Skills5:59• Step 4: Work Backwards8:16• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseRelated Resources:IEP Matrix | IEP Toolkit - [Aligning IEP Goals to Standards: Step-by-Step Guide for Teachers | with Stephanie](https://www.theintentionaliep.com/lessons/aligning-iep-goals-to-standards-2/) - Discover how to connect state standards to your students’ IEP goals using examples and demonstrations you can apply right away. 0:00 • Stephanie: Welcome and Introductions1:05 • How do we start with standards?1:48 • Aligning standards3:00 • Goals, examples and demonstration10:12 • Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Matrix - [Understanding the Difference Between IEP Goals and Benchmarks | with Stephanie](https://www.theintentionaliep.com/lessons/difference-between-goals-and-benchmarks/) - Learn the difference between IEP goals and benchmarks, when to use each, and how to write clear, measurable benchmarks that support student progress. - [How to Teach Effective Replacement Behaviors That Stick | with Rachel](https://www.theintentionaliep.com/lessons/how-to-teach-effective-replacement-behaviors-that-stick-with-rachel/) - Stephanie: Welcome and Introductions• About Rachel: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are replacement behaviors, and why are they essential in supporting students with challenging behaviors?•Question 2: What are the key characteristics of an effective replacement behavior, and how can educators ensure it - [How to Choose and Implement Behavioral Supports for IEPs | with Sarah](https://www.theintentionaliep.com/lessons/behavior-supports-2/) - • Stephanie: Welcome and Introductions• About Sarah, Sarah’s Teaching Experience and Role at the IEP Table• Question 1: What are behavioral supports, and where/how are they written into an IEP?• Question 2: What are 4-5 examples of behavioral supports? And how are they used?• Question 3: What supports do you recommend for defiance or refusal - [Managing Student Behaviors 101: From Defiance to Re-Entry Behavior | with Brandie](https://www.theintentionaliep.com/lessons/managing-student-behaviors-101-from-defiance-to-re-entry-behavior-with-brandie/) - • Stephanie: Welcome and Introductions• About Brandie, Brandie’s Teaching Experience and Role at the IEP Table• Question 1: Dealing with student behaviors is one of the biggest challenges classroom teachers are faced with. Can you share with us maybe 2 strategies for dealing with defiant behaviors?• Question 2: What advice do you have for a - [How to Rethink Challenging Behaviors and Build a Unified Team Response | with Sam](https://www.theintentionaliep.com/lessons/mindset-shift-for-behaviors-2/) - • Stephanie: Welcome and Introductions• About Sam, Sam’s Teaching Experience and Role at the IEP Table• Question 1: How do we shift what we believe about challenging student behaviors?• Question 2: How can we train other staff in our rooms, like paraprofessionals, to be on the same page as us? How do you communicate with - [Behavior Intervention Plans 101: When to Use Them and How to Get Them Right | with Abby](https://www.theintentionaliep.com/lessons/behavior-intervention-plans-2/) - • Stephanie: Welcome and Introductions• About Abby, Abby’s Teaching Experience and Role at the IEP Table• Question 1: When do you know it’s time to either ask for a BIP?• Question 2: What data does an IEP team need in order to write an effective BIP? How do you take this data as the teacher?• - [De-escalation and Regulation Strategies: From Student Support to Staff Training | with Sam](https://www.theintentionaliep.com/lessons/de-escalation-and-regulation-strategies-from-student-support-to-staff-training-with-sam/) - In this training you will learn various tools to keep your classroom calm and help students self-regulate. What is regulation? Dysregulation? What are de-escalation and regulation strategies we can use? When do we use de-escalation strategies? How can we train other staff in our rooms, like paraprofessionals, to be on the same page as us? - [How Trauma Affects Student Behavior and How to Support Healing | with Nicolette](https://www.theintentionaliep.com/lessons/how-trauma-affects-student-behavior-and-how-to-support-healing-with-nicolette/) - Stephanie Welcome and Introductions About Nicolette, her Teaching Experience and Role at the IEP Table Question 1: In what ways could trauma affect a student’s behavior? Do certain traumas manifest in different ways? Question 2: Are there any specific strategies that help with the big behaviors? Or is it more of a student-by-student approach? Question - [Supporting Students with Aggressive Behaviors and Managing Classroom Safety | with Carla](https://www.theintentionaliep.com/lessons/supporting-students-with-aggressive-behaviors-and-managing-classroom-safety-with-carla/) - • Stephanie: Welcome and Introductions• About Carla, Carla’s Teaching Experience and Role at the IEP Table• Question 1: • What are some examples of aggressive behavior? And why might students be exhibiting these behaviors?•How can staff help students exhibiting aggressive behaviors, during?•How can we protect staff and other classroom students during?•What do we do when the - [Setting Up QR Codes for Digital Data | with Stephanie](https://www.theintentionaliep.com/lessons/setting-up-qr-codes-for-digital-data-2/) - Learn how to set up QR codes to share IEP data instantly, keeping your team informed, aligned, and ready to act — no matter where they are. Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Matrix | TII Shop - [How to Gather IEP Data Before the Meeting (and Why It Matters) | with Stephanie](https://www.theintentionaliep.com/lessons/how-to-gather-data-before-the-iep-meeting/) - Learn how to collect, organize, and share meaningful data before the IEP meeting so your team conversations are focused, collaborative, and productive. Related Resources: IEP Input FormsIEP Writing TimelineIEP ToolkitIEP Goal WritingThe Intentional IEP Book - [Turning IEP Progress Into Data-Driven Decisions | with Stephanie](https://www.theintentionaliep.com/lessons/turning-iep-progress-into-data-driven-decisions/) - Stephanie teaches you how to use your data to write better IEPs and make smarter instructional choices. - [WEEK 5 | Using Adapted Standards to Support Students with Significant Disabilities
](https://www.theintentionaliep.com/lessons/week-5-using-adapted-standards-to-support-students-with-significant-disabilities-3/) - • Stephanie: Welcome and Introductions• About Cortnie: Share about you, your teaching experience, and anything else. Your role at the IEP table.•Question 1: What are access points/essential elements, and how do they serve as adapted standards for students with significant disabilities? What is their purpose?•Question 2: How can access points and essential elements be used - [WEEK 5 | Teaching Effective Replacement Behaviors that Stick](https://www.theintentionaliep.com/lessons/week-5-teaching-effective-replacement-behaviors-that-stick-3/) - Stephanie: Welcome and Introductions• About Rachel: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are replacement behaviors, and why are they essential in supporting students with challenging behaviors?•Question 2: What are the key characteristics of an effective replacement behavior, and how can educators ensure it - [WEEK 5 | Mid Year Move: Thriving in a New Special Ed Role Without the Burnout](https://www.theintentionaliep.com/lessons/week-5-mid-year-move-thriving-in-a-new-special-ed-role-without-the-burnout-3/) - • Stephanie: Welcome and Introductions• About Rachel: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: How do you know when it’s time to leave a position mid-year and search for another teaching position?•Question 2: What are the best strategies for assessing classroom routines and making necessary - [
Week 5 | Dual Support: Strategies for Teaching ELLs in Special Education](https://www.theintentionaliep.com/lessons/week-5-dual-support-strategies-for-teaching-ells-in-special-education-3/) - • Stephanie: Welcome and Introductions• About Monique: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the most common challenges English Language Learners (ELLs) face in special education, and how can teachers address them?• Question 2: What instructional strategies can special education teachers use to - [WEEK 5 | Practical Strategies for Toilet Training](https://www.theintentionaliep.com/lessons/week-5-practical-strategies-for-toilet-training-3/) - • Stephanie: Welcome and Introductions• About Molly: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the steps in getting a student potty trained? How do we help parents with their efforts at home?• Question 2: What suggestions do you have for helping students to - [WEEK 5 | Finding and Using the Right Resources for Below-Grade-Level Learners](https://www.theintentionaliep.com/lessons/week-5-finding-and-using-the-right-resources-for-below-grade-level-learners-3/) - • Stephanie: Welcome and Introductions Related Resources:Using IEP Work Bins - [
Week 5 | Dual Support: Strategies for Teaching ELLs in Special Education](https://www.theintentionaliep.com/lessons/week-5-dual-support-strategies-for-teaching-ells-in-special-education/) - • Stephanie: Welcome and Introductions• About Monique: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the most common challenges English Language Learners (ELLs) face in special education, and how can teachers address them?• Question 2: What instructional strategies can special education teachers use to - [WEEK 5 | Teaching Effective Replacement Behaviors that Stick](https://www.theintentionaliep.com/lessons/week-5-teaching-effective-replacement-behaviors-that-stick/) - Stephanie: Welcome and Introductions• About Rachel: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are replacement behaviors, and why are they essential in supporting students with challenging behaviors?•Question 2: What are the key characteristics of an effective replacement behavior, and how can educators ensure it - [WEEK 5 | Practical Strategies for Toilet Training](https://www.theintentionaliep.com/lessons/week-5-practical-strategies-for-toilet-training/) - • Stephanie: Welcome and Introductions• About Molly: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the steps in getting a student potty trained? How do we help parents with their efforts at home?• Question 2: What suggestions do you have for helping students to - [WEEK 5 | Finding and Using the Right Resources for Below-Grade-Level Learners](https://www.theintentionaliep.com/lessons/week-5-finding-and-using-the-right-resources-for-below-grade-level-learners/) - • Stephanie: Welcome and Introductions Related Resources:Using IEP Work Bins - [WEEK 4 | Helping Parents Supporting Learning Beyond the Class](https://www.theintentionaliep.com/lessons/week-4-helping-parents-supporting-learning-beyond-the-class-3/) - • Stephanie: Welcome and Introductions• About Christina: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question What are the most important ways parents can support their child’s learning and progress at home? • Question 2: How can parents encourage reading, writing, and math practice at home in - [WEEK 4 | Creating Classrooms Where Every Learner Belongs](https://www.theintentionaliep.com/lessons/week-4-creating-classrooms-where-every-learner-belongs-3/) - • Stephanie: Welcome and Introductions• About Grace: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What does true inclusion look like in a public school setting, and how does it go beyond just placing students with disabilities in general education classrooms?• Question 2: What are the - [WEEK 4 | Decoding Dyslexia](https://www.theintentionaliep.com/lessons/week-4-decoding-dyslexia-3/) - • Stephanie: Welcome and Introductions• About Kathleen: Share about you, your teaching experience, and anything else. Your role at the IEP table.• What is dyslexia, and how does it impact reading, writing, and overall learning?•What are the most common signs of dyslexia in elementary, middle, and high school students?•How is dyslexia diagnosed, and what should - [WEEK 4 | Embracing Neurodiversity in Special Education](https://www.theintentionaliep.com/lessons/week-4-embracing-neurodiversity-in-special-education-3/) - • Stephanie: Welcome and Introductions• About Rebecca: Share about you, your teaching experience, and anything else. Your role at the IEP table.• What does it mean to take a neurodiversity-affirming approach in special education, and how does it differ from traditional teaching methods• Question 1: How can educators move away from a deficit-based model and - [WEEK 4 | In Tune with Inclusion: Supporting Students in Specials](https://www.theintentionaliep.com/lessons/week-4-in-tune-with-inclusion-supporting-students-in-specials-3/) - • Stephanie: Welcome and Introductions• About Bryson: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question: What are 3-4 strategies can specialist teachers use to differentiate instruction for students with varying cognitive, sensory, or physical disabilities?• Question 2: What are 1-2 effective ways to modify or adapt instruments, - [WEEK 4 | The Advantages of Small Group Instruction](https://www.theintentionaliep.com/lessons/week-4-the-advantages-of-small-group-instruction-2/) - • Stephanie: Welcome and Introductions• About Andrea: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the key benefits of small group instruction for students with disabilities, and how does it support specially designed instruction (SDI)?• Question 2: What are 2-3 strategies teachers can use to - [Lesson](https://www.theintentionaliep.com/lessons/lesson-37/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-38/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-35/) - [SPED Acronyms](https://www.theintentionaliep.com/lessons/sped-acronyms-2/) - [Implementation and Application of the IEP](https://www.theintentionaliep.com/lessons/implementation-and-application-of-the-iep-2/) - In part 1 of this chat, Cortnie and I talked about documenting a need in the IEP. We came up with a fictitious student J who needs help with self regulation. Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Cortnie, Cortnie’s Teaching Experience and Role at the IEP Table2:19 • Question 1: What - [Special Ed Myth Busters](https://www.theintentionaliep.com/lessons/special-ed-myth-busters/) - [Building Stronger Parent and Teacher Teams for IEP Success](https://www.theintentionaliep.com/lessons/building-stronger-parent-and-teacher-teams-for-iep-success/) - [The Draft IEP](https://www.theintentionaliep.com/lessons/the-draft-iep-2/) - [13 Disability Categories](https://www.theintentionaliep.com/lessons/13-disability-categories-2/) - [SPED Acronyms](https://www.theintentionaliep.com/lessons/sped-acronyms/) - [3 Foundational Aspects of the IEP](https://www.theintentionaliep.com/lessons/3-foundational-aspects-of-the-iep/) - [Special Ed Law Resources](https://www.theintentionaliep.com/lessons/special-ed-law-resources-2/) - [504s vs IEPs](https://www.theintentionaliep.com/lessons/504s-vs-ieps-2/) - [5 Books Every SPED Teacher Needs](https://www.theintentionaliep.com/lessons/5-books-every-sped-teacher-needs/) - [Documenting Need in the IEP](https://www.theintentionaliep.com/lessons/documenting-need-in-the-iep-2/) - [WEEK 3 | Using Discrete Trials Training to Build Skills + Track Progress](https://www.theintentionaliep.com/lessons/week-3-using-discrete-trials-training-to-build-skills-track-progress-3/) - • Stephanie: Welcome and Introductions• About Kassaundra: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What is Discrete Trials Training (DTT), and what are the key components of a discrete trial?• Question 2: How can educators determine which skills or behaviors are best taught using DTT?• Question 3: What - [WEEK 3 | Smart Strategies for Collecting Behavior Data](https://www.theintentionaliep.com/lessons/week-3-smart-strategies-for-collecting-behavior-data-3/) - • Stephanie: Welcome and Introductions• About Chyna: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the different types of behavioral data collection methods (e.g., frequency, duration, latency, interval recording), and when should each be used?• Question 2: How can teachers efficiently collect behavioral data while managing - [WEEK 3 | Reporting IEP Progress with Student Centered Language](https://www.theintentionaliep.com/lessons/week-3-reporting-iep-progress-with-student-centered-language-3/) - Stephanie: Welcome and Introductions Related Resources:Understanding SDI Keeping IEPs Student Centered Progress Report Resource - [WEEK 3 | Smart Record Keeping Strategies for Teachers](https://www.theintentionaliep.com/lessons/week-3-smart-record-keeping-strategies-for-teachers-3/) - • Stephanie: Welcome and Introductions• About Kimberly: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What types of records should special education teachers maintain, and why is thorough documentation critical?-How can educators organize IEPs, progress reports, and data collection to ensure accessibility and compliance?• Question 2: What are - [WEEK 3 | Turning IEP Progress into Data Driven Decisions](https://www.theintentionaliep.com/lessons/week-3-turning-iep-progress-into-data-driven-decisions-3/) - • Stephanie: Welcome and IntroductionsRelated Resources:Data Collection Course Members OnlyIEP Goal Writing Resource Members OnlyPillar 3 Trainings Members Only - [WEEK 3 | Analyzing IEP Progress with Confidence](https://www.theintentionaliep.com/lessons/week-3-analyzing-iep-progress-with-confidence-3/) - [WEEK 2 | Laying the Literacy Foundation](https://www.theintentionaliep.com/lessons/week-2-laying-the-literacy-foundation-3/) - • Stephanie: Welcome and Introductions• About MeQuel: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What are foundational literacy skills, and why are they so important in a child’s education? What are 2-3 common misconceptions about teaching foundational literacy skills, and how can teachers avoid - [WEEK 2 | Making FBAs Work](https://www.theintentionaliep.com/lessons/week-2-making-fbas-work-3/) - • Stephanie: Welcome and Introductions• About Haley: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question What is the purpose of a Functional Behavior Assessment (FBA), and how can educators ensure that FBAs are conducted with fidelity and lead to meaningful insights rather than just compliance? Why - [WEEK 2 | Growth to Goals: Using SDI to Drive IEP Progress](https://www.theintentionaliep.com/lessons/week-2-growth-to-goals-using-sdi-to-drive-iep-progress-3/) - • Stephanie: Welcome and IntroductionsRelated Resources:The Intentional IEP Podcast: Episode Number 2 SDISDI Member Resource - [WEEK 2 | Centering Parents and Students in the IEP Process](https://www.theintentionaliep.com/lessons/week-2-centering-parents-and-students-in-the-iep-process-3/) - • Stephanie: Welcome and Introductions• About Stephanie: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question Why is it important to incorporate both parent and student voice in the IEP process, and how does it impact student success? • Question 2: How can teachers create a welcoming - [WEEK 2 | Understanding Psychoed. Evaluations to Drive the IEP Process](https://www.theintentionaliep.com/lessons/week-2-understanding-psychoed-evaluations-to-drive-the-iep-process-3/) - • Stephanie: Welcome and Introductions• About Brianna: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What is a psychoeducational evaluation, and what is its purpose in the special education eligibility process? -What are the essential components of a high-quality psychoeducational evaluation, and how do they provide a - [WEEK 2 | Supporting Transitions to Adulthood](https://www.theintentionaliep.com/lessons/week-2-supporting-transitions-to-adulthood-3/) - [WEEK 1 | Navigating Legal Rights in Special Ed](https://www.theintentionaliep.com/lessons/week-1-navigating-legal-rights-in-special-ed-3/) - • Stephanie: Welcome and Introductions• About Ashley and Her Role at the IEP Table: • Question 1: What are the key federal laws governing special education, and how do they impact service delivery in public schools? • Question 2: What are a school district’s legal obligations under IDEA when determining eligibility for special education services? Does a child need to go through - [WEEK 1 | Setting Up Smooth Transitions from PreK to Kinder](https://www.theintentionaliep.com/lessons/week-1-setting-up-smooth-transitions-from-prek-to-kinder-3/) - • Stephanie: Welcome and Introductions• About Canissa: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What are 3 common challenges that Pre-K students with disabilities face during the transition to kindergarten, and what proactive strategies can be used to address them? • Question 2: What key skills (academic, social-emotional, self-help, communication) should Pre-K - [WEEK 1 | The Whole Picture: Ensuring Comprehensive Evaluations](https://www.theintentionaliep.com/lessons/week-1-the-whole-picture-ensuring-comprehensive-evaluations-3/) - • Stephanie: Welcome and Introductions• About Mariah: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What are the essential components of a comprehensive special education evaluation, and how do they contribute to a well-rounded assessment? • Question 2: How can parents and teachers ensure that multiple sources of data (e.g., standardized tests, classroom - [WEEK 1 | Making Sense of Special Evaluations](https://www.theintentionaliep.com/lessons/week-1-making-sense-of-special-evaluations-3/) - • Stephanie: Welcome and Introductions• About Brandi: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What is the purpose of special education assessments, and how do they help determine a child’s needs? • Question 2: What is the assessment process? What does it look like from start to finish (quick recap)? What types - [WEEK 1 | Special Ed Myth Busters: Separating Fact from Fiction](https://www.theintentionaliep.com/lessons/week-1-special-ed-myth-busters-separating-fact-from-fiction-3/) - Stephanie: Introductions and Welcomes Related Resources:SDI Blog Post Paras Role in SDI Blog Gen Ed + SDI Blog Post504s and IEPs Blog - [WEEK 5 | Using Adapted Standards to Support Students with Significant Disabilities](https://www.theintentionaliep.com/lessons/week-5-using-adapted-standards-to-support-students-with-significant-disabilities-2/) - • Stephanie: Welcome and Introductions• About Cortnie: Share about you, your teaching experience, and anything else. Your role at the IEP table.•Question 1: What are access points/essential elements, and how do they serve as adapted standards for students with significant disabilities? What is their purpose?•Question 2: How can access points and essential elements be used - [WEEK 5 | Dual Support: Strategies for Teaching ELLs in Special Education](https://www.theintentionaliep.com/lessons/week-5-dual-support-strategies-for-teaching-ells-in-special-education-2/) - • Stephanie: Welcome and Introductions• About Monique: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the most common challenges English Language Learners (ELLs) face in special education, and how can teachers address them?• Question 2: What instructional strategies can special education teachers use to - [WEEK 5 | Mid Year Move: Thriving in a New Special Ed Role Without the Burnout](https://www.theintentionaliep.com/lessons/week-5-mid-year-move-thriving-in-a-new-special-ed-role-without-the-burnout-2/) - • Stephanie: Welcome and Introductions• About Rachel: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: How do you know when it’s time to leave a position mid-year and search for another teaching position?•Question 2: What are the best strategies for assessing classroom routines and making necessary - [WEEK 5 | Teaching Effective Replacement Behaviors that Stick](https://www.theintentionaliep.com/lessons/week-5-teaching-effective-replacement-behaviors-that-stick-2/) - Stephanie: Welcome and Introductions• About Rachel: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are replacement behaviors, and why are they essential in supporting students with challenging behaviors?•Question 2: What are the key characteristics of an effective replacement behavior, and how can educators ensure it - [WEEK 5 | Practical Strategies for Toilet Training](https://www.theintentionaliep.com/lessons/week-5-practical-strategies-for-toilet-training-2/) - • Stephanie: Welcome and Introductions• About Molly: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the steps in getting a student potty trained? How do we help parents with their efforts at home?• Question 2: What suggestions do you have for helping students to - [WEEK 5 | Finding and Using the Right Resources for Below-Grade-Level Learners](https://www.theintentionaliep.com/lessons/week-5-finding-and-using-the-right-resources-for-below-grade-level-learners-2/) - • Stephanie: Welcome and Introductions Related Resources:Using IEP Work Bins - [WEEK 5 | Using Adapted Standards to Support Students with Significant Disabilities
](https://www.theintentionaliep.com/lessons/week-5-using-adapted-standards-to-support-students-with-significant-disabilities/) - • Stephanie: Welcome and Introductions• About Cortnie: Share about you, your teaching experience, and anything else. Your role at the IEP table.•Question 1: What are access points/essential elements, and how do they serve as adapted standards for students with significant disabilities? What is their purpose?•Question 2: How can access points and essential elements be used - [WEEK 5 | Mid Year Move: Thriving in a New Special Ed Role Without the Burnout](https://www.theintentionaliep.com/lessons/week-5-mid-year-move-thriving-in-a-new-special-ed-role-without-the-burnout/) - • Stephanie: Welcome and Introductions• About Rachel: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: How do you know when it’s time to leave a position mid-year and search for another teaching position?•Question 2: What are the best strategies for assessing classroom routines and making necessary - [WEEK 4 | Embracing Neurodiversity in Special Education](https://www.theintentionaliep.com/lessons/week-4-embracing-neurodiversity-in-special-education/) - • Stephanie: Welcome and Introductions• About Rebecca: Share about you, your teaching experience, and anything else. Your role at the IEP table.• What does it mean to take a neurodiversity-affirming approach in special education, and how does it differ from traditional teaching methods• Question 1: How can educators move away from a deficit-based model and - [WEEK 4 | Helping Parents Supporting Learning Beyond the Class](https://www.theintentionaliep.com/lessons/week-4-helping-parents-supporting-learning-beyond-the-class-2/) - • Stephanie: Welcome and Introductions• About Christina: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question What are the most important ways parents can support their child’s learning and progress at home? • Question 2: How can parents encourage reading, writing, and math practice at home in - [WEEK 4 | Creating Classrooms Where Every Learner Belongs](https://www.theintentionaliep.com/lessons/week-4-creating-classrooms-where-every-learner-belongs-2/) - • Stephanie: Welcome and Introductions• About Grace: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What does true inclusion look like in a public school setting, and how does it go beyond just placing students with disabilities in general education classrooms?• Question 2: What are the - [WEEK 4 | Decoding Dyslexia](https://www.theintentionaliep.com/lessons/week-4-decoding-dyslexia-2/) - • Stephanie: Welcome and Introductions• About Kathleen: Share about you, your teaching experience, and anything else. Your role at the IEP table.• What is dyslexia, and how does it impact reading, writing, and overall learning?•What are the most common signs of dyslexia in elementary, middle, and high school students?•How is dyslexia diagnosed, and what should - [WEEK 4 | Embracing Neurodiversity in Special Education](https://www.theintentionaliep.com/lessons/week-4-embracing-neurodiversity-in-special-education-2/) - • Stephanie: Welcome and Introductions• About Rebecca: Share about you, your teaching experience, and anything else. Your role at the IEP table.• What does it mean to take a neurodiversity-affirming approach in special education, and how does it differ from traditional teaching methods• Question 1: How can educators move away from a deficit-based model and - [WEEK 4 | In Tune with Inclusion: Supporting Students in Specials](https://www.theintentionaliep.com/lessons/week-4-in-tune-with-inclusion-supporting-students-in-specials-2/) - • Stephanie: Welcome and Introductions• About Bryson: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question: What are 3-4 strategies can specialist teachers use to differentiate instruction for students with varying cognitive, sensory, or physical disabilities?• Question 2: What are 1-2 effective ways to modify or adapt instruments, - [WEEK 4 | The Advantages of Small Group Instruction](https://www.theintentionaliep.com/lessons/week-4-the-advantages-of-small-group-instruction/) - • Stephanie: Welcome and Introductions• About Andrea: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the key benefits of small group instruction for students with disabilities, and how does it support specially designed instruction (SDI)?• Question 2: What are 2-3 strategies teachers can use to - [WEEK 4 | Helping Parents Supporting Learning Beyond the Class](https://www.theintentionaliep.com/lessons/week-4-helping-parents-supporting-learning-beyond-the-class/) - • Stephanie: Welcome and Introductions• About Christina: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question What are the most important ways parents can support their child’s learning and progress at home? • Question 2: How can parents encourage reading, writing, and math practice at home in - [WEEK 4 | Creating Classrooms Where Every Learner Belongs](https://www.theintentionaliep.com/lessons/week-4-creating-classrooms-where-every-learner-belongs/) - • Stephanie: Welcome and Introductions• About Grace: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What does true inclusion look like in a public school setting, and how does it go beyond just placing students with disabilities in general education classrooms?• Question 2: What are the - [WEEK 4 | Decoding Dyslexia](https://www.theintentionaliep.com/lessons/week-4-decoding-dyslexia/) - • Stephanie: Welcome and Introductions• About Kathleen: Share about you, your teaching experience, and anything else. Your role at the IEP table.• What is dyslexia, and how does it impact reading, writing, and overall learning?•What are the most common signs of dyslexia in elementary, middle, and high school students?•How is dyslexia diagnosed, and what should - [WEEK 4 | In Tune with Inclusion: Supporting Students in Specials](https://www.theintentionaliep.com/lessons/week-4-in-tune-with-inclusion-supporting-students-in-specials/) - • Stephanie: Welcome and Introductions• About Bryson: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question: What are 3-4 strategies can specialist teachers use to differentiate instruction for students with varying cognitive, sensory, or physical disabilities?• Question 2: What are 1-2 effective ways to modify or adapt instruments, - [WEEK 4 | The Advantages of Small Group Instruction](https://www.theintentionaliep.com/lessons/week-4-using-targeted-instruction-in-gened/) - • Stephanie: Welcome and Introductions• About Andrea: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the key benefits of small group instruction for students with disabilities, and how does it support specially designed instruction (SDI)?• Question 2: What are 2-3 strategies teachers can use to - [Lesson](https://www.theintentionaliep.com/lessons/lesson-36/) - [WEEK 3 | Analyzing IEP Progress with Confidence](https://www.theintentionaliep.com/lessons/week-3-analyzing-iep-progress-with-confidence-2/) - • Stephanie: Welcome and Introductions• About Heather: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the key steps in analyzing collected data to determine if a student is making adequate progress toward their IEP goals?• Question 2: How can teachers efficiently organize and track IEP data - [WEEK 3 | Using Discrete Trials Training to Build Skills + Track Progress](https://www.theintentionaliep.com/lessons/week-3-using-discrete-trials-training-to-build-skills-track-progress-2/) - • Stephanie: Welcome and Introductions• About Kassaundra: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What is Discrete Trials Training (DTT), and what are the key components of a discrete trial?• Question 2: How can educators determine which skills or behaviors are best taught using DTT?• Question 3: What - [WEEK 3 | Smart Strategies for Collecting Behavior Data](https://www.theintentionaliep.com/lessons/week-3-smart-strategies-for-collecting-behavior-data-2/) - • Stephanie: Welcome and Introductions• About Chyna: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the different types of behavioral data collection methods (e.g., frequency, duration, latency, interval recording), and when should each be used?• Question 2: How can teachers efficiently collect behavioral data while managing - [WEEK 3 | Reporting IEP Progress with Student Centered Language](https://www.theintentionaliep.com/lessons/week-3-reporting-iep-progress-with-student-centered-language-2/) - Stephanie: Welcome and Introductions Related Resources:Understanding SDI Keeping IEPs Student Centered Progress Report Resource - [WEEK 3 | Smart Record Keeping Strategies for Teachers](https://www.theintentionaliep.com/lessons/week-3-smart-record-keeping-strategies-for-teachers-2/) - • Stephanie: Welcome and Introductions• About Kimberly: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What types of records should special education teachers maintain, and why is thorough documentation critical?-How can educators organize IEPs, progress reports, and data collection to ensure accessibility and compliance?• Question 2: What are - [WEEK 3 | Turning IEP Progress into Data Driven Decisions](https://www.theintentionaliep.com/lessons/week-3-turning-iep-progress-into-data-driven-decisions-2/) - • Stephanie: Welcome and IntroductionsRelated Resources:Data Collection Course Members OnlyIEP Goal Writing Resource Members OnlyPillar 3 Trainings Members Only - [WEEK 3 | Using Discrete Trials Training to Build Skills + Track Progress](https://www.theintentionaliep.com/lessons/week-3-using-discrete-trials-training-to-build-skills-track-progress/) - • Stephanie: Welcome and Introductions• About Kassaundra: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What is Discrete Trials Training (DTT), and what are the key components of a discrete trial?• Question 2: How can educators determine which skills or behaviors are best taught using DTT?• Question 3: What - [WEEK 3 | Analyzing IEP Progress with Confidence](https://www.theintentionaliep.com/lessons/week-3-analyzing-iep-progress-with-confidence/) - • Stephanie: Welcome and Introductions • About Heather: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the key steps in analyzing collected data to determine if a student is making adequate progress toward their IEP goals?• Question 2: How can teachers efficiently organize and track IEP - [WEEK 3 | Reporting IEP Progress with Student Centered Language](https://www.theintentionaliep.com/lessons/week-3-reporting-iep-progress-with-student-centered-language/) - Stephanie: Welcome and Introductions Related Resources:Understanding SDI Keeping IEPs Student Centered Progress Report Resource - [WEEK 3 | Turning IEP Progress into Data Driven Decisions](https://www.theintentionaliep.com/lessons/week-3-turning-iep-progress-into-data-driven-decisions/) - • Stephanie: Welcome and Introductions Related Resources:Data Collection Course Members OnlyIEP Goal Writing Resource Members Only Pillar 3 Trainings Members Only - [WEEK 3 | Smart Record Keeping Strategies for Teachers](https://www.theintentionaliep.com/lessons/week-3-smart-record-keeping-strategies-for-teachers/) - • Stephanie: Welcome and Introductions• About Kimberly: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What types of records should special education teachers maintain, and why is thorough documentation critical?-How can educators organize IEPs, progress reports, and data collection to ensure accessibility and compliance?• Question 2: What are - [WEEK 3 | Smart Strategies for Collecting Behavior Data](https://www.theintentionaliep.com/lessons/week-3-smart-strategies-for-collecting-behavior-data/) - • Stephanie: Welcome and Introductions• About Chyna: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What are the different types of behavioral data collection methods (e.g., frequency, duration, latency, interval recording), and when should each be used?• Question 2: How can teachers efficiently collect behavioral data while managing - [WEEK 2 | Laying the Literacy Foundation](https://www.theintentionaliep.com/lessons/week-2-laying-the-literacy-foundation-2/) - • Stephanie: Welcome and Introductions• About MeQuel: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What are foundational literacy skills, and why are they so important in a child’s education? What are 2-3 common misconceptions about teaching foundational literacy skills, and how can teachers avoid - [WEEK 2 | Making FBAs Work](https://www.theintentionaliep.com/lessons/week-2-making-fbas-work-2/) - • Stephanie: Welcome and Introductions• About Haley: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question What is the purpose of a Functional Behavior Assessment (FBA), and how can educators ensure that FBAs are conducted with fidelity and lead to meaningful insights rather than just compliance? Why - [WEEK 2 | Growth to Goals: Using SDI to Drive IEP Progress](https://www.theintentionaliep.com/lessons/week-2-growth-to-goals-using-sdi-to-drive-iep-progress-2/) - • Stephanie: Welcome and Introductions Related Resources:The Intentional IEP Podcast: Episode Number 2 SDISDI Member Resource - [WEEK 2 | Centering Parents and Students in the IEP Process 
](https://www.theintentionaliep.com/lessons/week-2-centering-parents-and-students-in-the-iep-process-2/) - • Stephanie: Welcome and Introductions• About Stephanie: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question Why is it important to incorporate both parent and student voice in the IEP process, and how does it impact student success? • Question 2: How can teachers create a welcoming - [WEEK 2 | Supporting Transitions to Adulthood](https://www.theintentionaliep.com/lessons/week-2-supporting-transitions-to-adulthood-2/) - • Stephanie: Welcome and Introductions• About Kerry: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: When it comes to transitioning into adulthood, what are some questions that parents (and maybe also IEP teams) have in regards to a child’s future? How do these questions – and - [WEEK 2 | Understanding Psychoed. Evaluations to Drive the IEP Process](https://www.theintentionaliep.com/lessons/week-2-understanding-psychoed-evaluations-to-drive-the-iep-process-2/) - • Stephanie: Welcome and Introductions• About Brianna: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What is a psychoeducational evaluation, and what is its purpose in the special education eligibility process? -What are the essential components of a high-quality psychoeducational evaluation, and how do they provide a - [WEEK 2 | Laying the Literacy Foundation](https://www.theintentionaliep.com/lessons/week-2-laying-the-literacy-foundation/) - ' • Stephanie: Welcome and Introductions• About MeQuel: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What are foundational literacy skills, and why are they so important in a child’s education? What are 2-3 common misconceptions about teaching foundational literacy skills, and how can teachers - [WEEK 2 | Making FBAs Work](https://www.theintentionaliep.com/lessons/week-2-making-fbas-work/) - • Stephanie: Welcome and Introductions• About Haley: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question What is the purpose of a Functional Behavior Assessment (FBA), and how can educators ensure that FBAs are conducted with fidelity and lead to meaningful insights rather than just compliance? Why - [WEEK 2 | Growth to Goals: Using SDI to Drive IEP Progress](https://www.theintentionaliep.com/lessons/week-2-growth-to-goals-using-sdi-to-drive-iep-progress/) - • Stephanie: Welcome and Introductions Related Resources:The Intentional IEP Podcast: Episode Number 2 SDISDI Member Resource - [WEEK 2 | Centering Parents and Students in the IEP Process 
](https://www.theintentionaliep.com/lessons/week-2-centering-parents-and-students-in-the-iep-process/) - • Stephanie: Welcome and Introductions• About Stephanie: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question Why is it important to incorporate both parent and student voice in the IEP process, and how does it impact student success? • Question 2: How can teachers create a welcoming - [WEEK 2 | Supporting Transitions to Adulthood](https://www.theintentionaliep.com/lessons/week-2-supporting-transitions-to-adulthood/) - • Stephanie: Welcome and Introductions • About Kerry: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: When it comes to transitioning into adulthood, what are some questions that parents (and maybe also IEP teams) have in regards to a child’s future? How do these questions - [WEEK 2 | Understanding Psychoed. Evaluations to Drive the IEP Process](https://www.theintentionaliep.com/lessons/week-2-understanding-psychoed-evaluations-to-drive-the-iep-process/) - • Stephanie: Welcome and Introductions• About Brianna: Share about you, your teaching experience, and anything else. Your role at the IEP table.• Question 1: What is a psychoeducational evaluation, and what is its purpose in the special education eligibility process? -What are the essential components of a high-quality psychoeducational evaluation, and how do they provide a - [WEEK 1 | Beyond the Basics: Special Ed Law](https://www.theintentionaliep.com/lessons/week-1-beyond-the-basics-special-ed-law-2/) - • Stephanie: Welcome and Introductions• Katie’s Teaching Experience and Role in Instructional Design• Question 1: What lesser-known legal protections exist under IDEA that parents and educators should be aware of to ensure students receive appropriate services?• Question 2: How do “stay put” provisions protect students when there is a disagreement about changes to their IEP? What are the legal requirements regarding parental - [WEEK 1 | Navigating Legal Rights in Special Ed](https://www.theintentionaliep.com/lessons/week-1-navigating-legal-rights-in-special-ed-2/) - • Stephanie: Welcome and Introductions• About Ashley and Her Role at the IEP Table: • Question 1: What are the key federal laws governing special education, and how do they impact service delivery in public schools? • Question 2: What are a school district’s legal obligations under IDEA when determining eligibility for special education services? - [WEEK 1 | Setting Up Smooth Transitions from PreK to Kinder](https://www.theintentionaliep.com/lessons/week-1-setting-up-smooth-transitions-from-prek-to-kinder-2/) - • Stephanie: Welcome and Introductions• About Canissa: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What are 3 common challenges that Pre-K students with disabilities face during the transition to kindergarten, and what proactive strategies can be used to address them? • Question 2: What - [WEEK 1 | The Whole Picture: Ensuring Comprehensive Evaluations](https://www.theintentionaliep.com/lessons/week-1-the-whole-picture-ensuring-comprehensive-evaluations-2/) - • Stephanie: Welcome and Introductions• About Mariah: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What are the essential components of a comprehensive special education evaluation, and how do they contribute to a well-rounded assessment? • Question 2: How can parents and teachers ensure that - [WEEK 1 | Making Sense of Special Evaluations](https://www.theintentionaliep.com/lessons/week-1-making-sense-of-special-evaluations-2/) - • Stephanie: Welcome and Introductions• About Brandi: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What is the purpose of special education assessments, and how do they help determine a child’s needs? • Question 2: What is the assessment process? What does it look like - [WEEK 1 | Special Ed Myth Busters: Separating Fact from Fiction](https://www.theintentionaliep.com/lessons/week-1-special-ed-myth-busters-separating-fact-from-fiction-2/) - Stephanie: Introductions and WelcomesRelated Resources:SDI Blog PostParas Role in SDI BlogGen Ed + SDI Blog Post504s and IEPs Blog - [WEEK 1 | Beyond the Basics: Special Ed Law](https://www.theintentionaliep.com/lessons/week-1-beyond-the-basics-special-ed-law/) - • Stephanie: Welcome and Introductions• Katie's Teaching Experience and Role in Instructional Design• Question 1: What lesser-known legal protections exist under IDEA that parents and educators should be aware of to ensure students receive appropriate services?• Question 2: How do “stay put” provisions protect students when there is a disagreement about changes to their IEP? What are the legal requirements regarding parental - [WEEK 1 | Navigating Legal Rights in Special Ed](https://www.theintentionaliep.com/lessons/week-1-navigating-legal-rights-in-special-ed/) - • Stephanie: Welcome and Introductions• About Ashley and Her Role at the IEP Table: • Question 1: What are the key federal laws governing special education, and how do they impact service delivery in public schools? • Question 2: What are a school district’s legal obligations under IDEA when determining eligibility for special education services? - [WEEK 1 | Setting Up Smooth Transitions from PreK to Kinder](https://www.theintentionaliep.com/lessons/week-1-setting-up-smooth-transitions-from-prek-to-kinder/) - • Stephanie: Welcome and Introductions• About Canissa: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What are 3 common challenges that Pre-K students with disabilities face during the transition to kindergarten, and what proactive strategies can be used to address them? • Question 2: What - [WEEK 1 | The Whole Picture: Ensuring Comprehensive Evaluations](https://www.theintentionaliep.com/lessons/week-1-the-whole-picture-ensuring-comprehensive-evaluations/) - • Stephanie: Welcome and Introductions• About Mariah: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What are the essential components of a comprehensive special education evaluation, and how do they contribute to a well-rounded assessment? • Question 2: How can parents and teachers ensure that - [WEEK 1 | Making Sense of Special Evaluations](https://www.theintentionaliep.com/lessons/week-1-making-sense-of-special-evaluations/) - • Stephanie: Welcome and Introductions• About Brandi: Share about you, your teaching experience, and anything else. Your role at the IEP table. • Question 1: What is the purpose of special education assessments, and how do they help determine a child’s needs? • Question 2: What is the assessment process? What does it look like - [WEEK 1 | Special Ed Myth Busters: Separating Fact from Fiction](https://www.theintentionaliep.com/lessons/week-1-special-ed-myth-busters-separating-fact-from-fiction/) - Stephanie: Introductions and Welcomes Related Resources:SDI Blog Post Paras Role in SDI Blog Gen Ed + SDI Blog Post504s and IEPs Blog - [Lesson](https://www.theintentionaliep.com/lessons/lesson-32/) - [BONUS | Building Stronger Parent-Teacher Teams for IEP Success
](https://www.theintentionaliep.com/lessons/bonus-building-stronger-parent-teacher-teams-for-iep-success-3/) - • Stephanie: Welcome and Introductions• Cassandra’s Teaching Experience and Role at the IEP Table• Question 1: What are some best practices for maintaining open, productive communication between parents and teachers throughout the school year?• Question 2: How can educators encourage and empower parents to be active, informed, and engaged members of their child’s IEP team?• - [BONUS | 
Supporting Students With Both ADHD and Anxiety](https://www.theintentionaliep.com/lessons/bonus-supporting-students-with-both-adhd-and-anxiety-3/) - • Stephanie: Welcome and Introductions• Dana’s Teaching Experience and Role at the IEP Table• Question 1: How do ADHD and anxiety commonly co-occur in students, and what are the key differences between the two?• Question 2: What are some of the most common signs and symptoms of anxiety in students with ADHD that may be overlooked in the classroom?• Question 3: What are effective - [BONUS | Screens With a Purpose](https://www.theintentionaliep.com/lessons/bonus-screens-with-a-purpose-3/) - • Welcome and Introductions• Clay’s Experience and Role at the IEP Table• Question 1: What does current research say about the impact of screen time on children’s cognitive, language, and social development?• Question 2: How can educators and parents differentiate between “passive” and “active” screen time, and why does it matter?• Question 3: What are practical ways to create a balanced approach to - [BONUS | The Road to Referrals: Recognizing Needs](https://www.theintentionaliep.com/lessons/bonus-the-road-to-referrals-recognizing-needs-3/) - • Welcome and Introductions• Christen’s Teaching Experience and Role at the IEP Table• Question 1: What are the key indicators that a student may need a referral for special education services, and how can general education teachers recognize them?• Question 2: What pre-referral interventions should be implemented before initiating the special education evaluation process?• Question 3: What types of data (e.g., work samples, - [
BONUS | Designing Engaging + Inclusive Lessons in Canva](https://www.theintentionaliep.com/lessons/bonus-designing-engaging-inclusive-lessons-in-canva-3/) - • Stephanie: Welcome and Introductions• Teresa’s Teaching Experience and Role in Instructional Design• Question 1: What are the key features of Canva that make it a valuable tool for lesson planning and instructional design?• Question 2: How can educators use Canva templates to create visually appealing and engaging lesson materials quickly?• Question 3: What strategies can teachers use to design interactive worksheets, graphic organizers, - [BONUS | Building an Effective Task Box System
](https://www.theintentionaliep.com/lessons/bonus-building-an-effective-task-box-system-3/) - • Stephanie: Welcome and Introductions• Kelsey’s Teaching Experience and Role in Special Education• Question 1: What is a task box system, and how can it be used to support students with disabilities in special education classrooms?• Question 2: What are the key steps in setting up an effective task box system that promotes independence and engagement?• Question 3: Can task box systems be integrated - [BONUS | Designing Engaging + Inclusive Lessons in Canva 
](https://www.theintentionaliep.com/lessons/bonus-designing-engaging-inclusive-lessons-in-canva/) - • Stephanie: Welcome and Introductions• Teresa’s Teaching Experience and Role at the IEP Table• Question 1: What are the key features of Canva that make it a valuable tool for lesson planning and instructional design?• Question 2: How can educators use Canva templates to create visually appealing and engaging lesson materials quickly?• Question 3: What strategies can teachers use to design interactive worksheets, graphic - [BONUS | 
Building an Effective Task Box System 
](https://www.theintentionaliep.com/lessons/bonus-building-an-effective-task-box-system/) - • Stephanie: Welcome and Introductions• Kelsey’s Teaching Experience and Role in Special Education• Question 1: What is a task box system, and how can it be used to support students with disabilities in special education classrooms?• Question 2: What are the key steps in setting up an effective task box system that promotes independence and engagement?• Question 3: Can task box systems be integrated - [BONUS | Supporting Students With Both ADHD and Anxiety 
](https://www.theintentionaliep.com/lessons/bonus-supporting-students-with-both-adhd-and-anxiety/) - • Stephanie: Welcome and Introductions• Dana’s Teaching Experience and Role at the IEP Table• Question 1: How do ADHD and anxiety commonly co-occur in students, and what are the key differences between the two?• Question 2: What are some of the most common signs and symptoms of anxiety in students with ADHD that may be overlooked in the classroom?• Question 3: What are effective - [BONUS | Screens With a Purpose](https://www.theintentionaliep.com/lessons/bonus-screens-with-a-purpose/) - • Welcome and Introductions• Clay’s Experience and Role at the IEP Table• Question 1: What does current research say about the impact of screen time on children’s cognitive, language, and social development?• Question 2: How can educators and parents differentiate between “passive” and “active” screen time, and why does it matter?• Question 3: What are practical ways to create a balanced approach to - [BONUS | The Road to Referrals: Recognizing Needs](https://www.theintentionaliep.com/lessons/bonus-the-road-to-referrals-recognizing-needs/) - • Welcome and Introductions• Christen's Teaching Experience and Role at the IEP Table• Question 1: What are the key indicators that a student may need a referral for special education services, and how can general education teachers recognize them?• Question 2: What pre-referral interventions should be implemented before initiating the special education evaluation process?• Question 3: What types of data (e.g., work samples, - [BONUS | Building Stronger Parent-Teacher Teams for IEP Success
](https://www.theintentionaliep.com/lessons/bonus-building-stronger-parent-teacher-teams-for-iep-success/) - • Stephanie: Welcome and Introductions• Cassandra’s Teaching Experience and Role at the IEP Table• Question 1: What are some best practices for maintaining open, productive communication between parents and teachers throughout the school year?• Question 2: How can educators encourage and empower parents to be active, informed, and engaged members of their child’s IEP team?• - [BONUS | 
Supporting Students With Both ADHD and Anxiety](https://www.theintentionaliep.com/lessons/bonus-supporting-students-with-both-adhd-and-anxiety-2/) - • Stephanie: Welcome and Introductions• Dana's Teaching Experience and Role at the IEP Table• Question 1: How do ADHD and anxiety commonly co-occur in students, and what are the key differences between the two?• Question 2: What are some of the most common signs and symptoms of anxiety in students with ADHD that may be overlooked in the classroom?• Question 3: What are effective - [BONUS | The Road to Referrals: Recognizing Needs](https://www.theintentionaliep.com/lessons/bonus-the-road-to-referrals-recognizing-needs-2/) - • Welcome and Introductions• Christen's Teaching Experience and Role at the IEP Table• Question 1: What are the key indicators that a student may need a referral for special education services, and how can general education teachers recognize them?• Question 2: What pre-referral interventions should be implemented before initiating the special education evaluation process?• Question 3: What types of data (e.g., work samples, - [BONUS | Screens With a Purpose](https://www.theintentionaliep.com/lessons/bonus-screens-with-a-purpose-2/) - • Welcome and Introductions• Clay's Experience and Role at the IEP Table• Question 1: What does current research say about the impact of screen time on children’s cognitive, language, and social development?• Question 2: How can educators and parents differentiate between "passive" and "active" screen time, and why does it matter?• Question 3: What are practical ways to create a balanced approach to - [BONUS | Building an Effective Task Box System](https://www.theintentionaliep.com/lessons/bonus-building-an-effective-task-box-system-2/) - • Stephanie: Welcome and Introductions• Kelsey's Teaching Experience and Role in Special Education• Question 1: What is a task box system, and how can it be used to support students with disabilities in special education classrooms?• Question 2: What are the key steps in setting up an effective task box system that promotes independence and engagement?• Question 3: Can task box systems be integrated - [BONUS | Designing Engaging + Inclusive Lessons in Canva](https://www.theintentionaliep.com/lessons/bonus-designing-engaging-inclusive-lessons-in-canva-2/) - • Stephanie: Welcome and Introductions• Teresa's Teaching Experience and Role in Instructional Design• Question 1: What are the key features of Canva that make it a valuable tool for lesson planning and instructional design?• Question 2: How can educators use Canva templates to create visually appealing and engaging lesson materials quickly?• Question 3: What strategies can teachers use to design interactive worksheets, graphic organizers, - [BONUS | Building Stronger Parent-Teacher Teams for IEP Success](https://www.theintentionaliep.com/lessons/bonus-building-stronger-parent-teacher-teams-for-iep-success-2/) - • Stephanie: Welcome and Introductions• Cassandra’s Teaching Experience and Role at the IEP Table• Question 1: What are some best practices for maintaining open, productive communication between parents and teachers throughout the school year?• Question 2: How can educators encourage and empower parents to be active, informed, and engaged members of their child’s IEP team?• - [Lesson](https://www.theintentionaliep.com/lessons/lesson-34/) - [Generalization of Skills](https://www.theintentionaliep.com/lessons/generalization-of-skills/) - Stephanie: Welcome and IntroductionsRelated Resources: IEP Book: https://www.theintentionaliep.com/the-intentional-iep-book/ Different Types of Learners: https://www.theintentionaliep.com/different-types-of-learning-styles/ - ["Too Many Standards" Across Grade Levels](https://www.theintentionaliep.com/lessons/too-many-standards-across-grade-levels/) - Stephanie Welcome and Introductions Related Resources: - [Magic School AI](https://www.theintentionaliep.com/lessons/magic-school-ai-2/) - Stephanie Welcome and Introductions About Michael, Michael’s Teaching Experience and Role at the IEP Table What is Magic School AI? How can this tool be utilized in the classroom? What are your favorite ways to use AI in your special education classroom? Why should teachers be weary of using AI in the classroom, especially when - [Generalization of Skills](https://www.theintentionaliep.com/lessons/deescalation-and-regulation-strategies/) - Stephanie: Welcome and IntroductionsRelated Resources: IEP Book: https://www.theintentionaliep.com/the-intentional-iep-book/ Different Types of Learners: https://www.theintentionaliep.com/different-types-of-learning-styles/ - [Toxic Positivity VS Positive Psychology](https://www.theintentionaliep.com/lessons/coping-strategies/) - • Stephanie: Welcome and Introductions• About Jenn, Jenns's Teaching Experience and Role at the IEP Table• What is toxic positivity? What is positive psychology?•What is the difference between positive psychology and toxic positivity? Do they overlap at all?•Why is this important for teachers and IEP teams to know about?•What can we do if we experience - [Skill Deficits and Unmet Needs](https://www.theintentionaliep.com/lessons/skill-deficits-and-unmet-needs-2/) - • Stephanie: Welcome and Introductions• About Ashley, Ashley's Teaching Experience and Role at the IEP Table• Question 1: What does it mean if a student has a skills deficit or unmet need? And what might that, in turn, look like in the classroom?• Question 2: What are some examples of problem behaviors we might come - [Skill Deficits and Unmet Needs](https://www.theintentionaliep.com/lessons/skill-deficits-and-unmet-needs/) - • Stephanie: Welcome and Introductions• About Ashley, Ashley's Teaching Experience and Role at the IEP Table• Question 1: What does it mean if a student has a skills deficit or unmet need? And what might that, in turn, look like in the classroom?• Question 2: What are some examples of problem behaviors we might come - [Paras in Gen Ed](https://www.theintentionaliep.com/lessons/paras-in-gen-ed-3/) - Stephanie: Welcome and introductions About Lydia, Lydia’s Teaching Experience and Role at the IEP Table How do you figure out which para goes into which classroom, or scheduling them for gen ed time? What does that process look like for you? What are some of the roles and responsibilities of paras that go into general - [Skill Deficits and Unmet Needs Framework](https://www.theintentionaliep.com/lessons/skill-deficits-and-unmet-needs-framework-2/) - [Deescalation and Regulation Strategies 
](https://www.theintentionaliep.com/lessons/deescalation-and-regulation-strategies-2/) - Stephanie: Welcome and Introductions About Sam, Sam’s Teaching Experience and Role at the IEP Table What is regulation? Dysregulation? What are de-escalation and regulation strategies we can use?When do we use de-escalation strategies?How can we train other staff in our rooms, like paraprofessionals, to be on the same page as us?How do you communicate with other - [Coping Strategies](https://www.theintentionaliep.com/lessons/coping-strategies-2/) - • Stephanie: Welcome and Introductions• About Amanda, Amanda's Teaching Experience and Role at the IEP Table•What is a coping strategy? And when might they be used in a classroom setting?•What signs might a student exhibit if they are in need of learning how to cope?•What are some examples of coping strategies?•What is your best piece - [Lesson](https://www.theintentionaliep.com/lessons/lesson-33/) - [Skill Deficits and Unmet Needs Framework](https://www.theintentionaliep.com/lessons/skill-deficits-and-unmet-needs-framework/) - • Stephanie: Welcome and Introductions• About Ashley, Ashley's Teaching Experience and Role at the IEP Table• Question 1: What does it mean if a student has a skills deficit or unmet need? And what might that, in turn, look like in the classroom?• Question 2: What are some examples of problem behaviors we might come - [Paras in Gen Ed](https://www.theintentionaliep.com/lessons/paras-in-gen-ed/) - Stephanie: Welcome and introductions About Lydia, Lydia’s Teaching Experience and Role at the IEP Table How do you figure out which para goes into which classroom, or scheduling them for gen ed time? What does that process look like for you? What are some of the roles and responsibilities of paras that go into general - [Magic School AI](https://www.theintentionaliep.com/lessons/magic-school-ai/) - Stephanie Welcome and Introductions About Michael, Michael’s Teaching Experience and Role at the IEP Table What is Magic School AI? How can this tool be utilized in the classroom? What are your favorite ways to use AI in your special education classroom? Why should teachers be weary of using AI in the classroom, especially when - [Organizing IEP Goals | Live Training from 9/17](https://www.theintentionaliep.com/lessons/organizing-iep-goals-live-training-from-9-17/) - Replay from Stephanie's live training from September 17th on Organizing IEP Goals. Head to the member resource library to download the Organizing IEP Goals resource. - [Working with Paraprofessionals in the Classroom](https://www.theintentionaliep.com/lessons/working-with-paraprofessionals-in-the-classroom/) - • Stephanie: Welcome and Introductions• Rhosemarie Introduction • How do you build a strong relationship with your para educators? What are your top 3-4 tips?• What advice do you have for when there is a riff between the teacher and the para? Or an instance where there’s a difficult conversation to have?• How do you help - [Delegating Responsibilities to Paras](https://www.theintentionaliep.com/lessons/lesson-14/) - • Stephanie: Welcome and Introductions• About Shelley, Shelley’s Teaching Experience and Role at the IEP Table• Question 1: What is the role of a paraprofessional? (support staff, aide, para, etc)• Question 2: What are some responsibilities that a para may have?• Question 3: How do you delegate these responsibilities to your classroom staff?• Question 4: - [Para Training with Nicolette](https://www.theintentionaliep.com/lessons/para-training-with-nicolette/) - • Stephanie: Welcome and Introductions• About Nicolette, Nicolette’s Teaching Experience and Role at the IEP Table• Question 1: What is the role of a paraprofessional?• Question 2: What are some things that a para may need trained on?• Question 3: How can a case manager or special ed teacher help facilitate or provide this training?• - [What to Prep for BTS Based on Student's IEPs with Stephanie](https://www.theintentionaliep.com/lessons/what-to-prep-for-bts-based-on-students-ieps-with-stephanie/) - • Stephanie: Welcome and Introductions What to Prep:Student BindersIEP Caseload BinderSub BindersBook CompanionsFile FoldersTask CardsData Sheet BundlesMorning AWBInclusion FormIEP ToolkitParent Communication BinderPara Binder More Resources:Morning Routine Blog PostData Collection TrainingIEP ShirtSub Binder - [Ethical Restraints with Becca](https://www.theintentionaliep.com/lessons/ethical-restraints-with-becca/) - • Stephanie: Welcome and Introductions• About Becca, Becca’s Teaching Experience and Role at the IEP Table• Question 1: What is physical management? • Question 2: Why do we need to have/use physical interventions? • Question 3: How do you practice ethical physical management? (Only in emergencies and documentation + review practices) • Question 4: Why is documentation so - [One Thing Parents Should Do with Dan](https://www.theintentionaliep.com/lessons/one-thing-parents-should-do-with-dan/) - • Stephanie: Welcome and Introductions • About Dan, Dan’s Teaching Experience and Role at the IEP Table • Question 1: Let’s just dive right in, what is the one shift that parents need to make after the last IEP? • Question 2: When making the shift, what’s the most important thing for parents to focus - [Collaborating with Specials Teachers with Katie and Anna](https://www.theintentionaliep.com/lessons/collaborating-with-specials-teachers-with-katie-and-anna/) - • Stephanie: Welcome and Introductions • About Katie and Anna, their Teaching Experience and Role at the IEP Table • Question 1: What are social emotional skills, and why should they be practiced in the PE setting? • Question 2: How can we do this? Fill us in! • Question 3: What is your favorite - [Teachers Supporting Paras with April](https://www.theintentionaliep.com/lessons/teachers-supporting-paras-with-april/) - • Stephanie: Welcome and Introductions• About April, April’s Teaching Experience and Role at the IEP Table• Question 1: What are 3 ways teachers can support paras in the classroom?• Question 2: What is something that is not helpful in working with paraprofessionals?• Question 3: Let’s talk communication…•What is your best piece of advice for managing - [Para Collaboration with Stephanie](https://www.theintentionaliep.com/lessons/para-collaboration-with-stephanie/) - • Stephanie: Welcome and Introductions• Six tips for collaboration Related Resources: Free Members Only Para Input FormOther Para TrainingsPara BinderTeachers Count On You #Para StickerSticky Note Data Collection TrainingParas Make It Possible StickerThis Classroom Runs on Paras StickersParas Make it Possible T-ShirtPara Input Questionnaire FormKeep Calm and Ask My Para - [Dissecting Evals with Kate](https://www.theintentionaliep.com/lessons/dissecting-evals-with-kate-2/) - • Stephanie: Welcome and Introductions• About Kate, Kate’s Teaching Experience and Role at the IEP Table• Question 1: Why is dissecting assessments and evaluations so overwhelming, but also why is it so important?•Question 2: What are the steps to dissecting assessments and evaluations? Is there a specific order?•Question 3: How do we take this information - [Data and Analysis with Patrick](https://www.theintentionaliep.com/lessons/data-and-analysis-with-patrick-2/) - • Stephanie: Welcome and Introductions• About Patrick, Patrick’s Teaching Experience and Role at the IEP Table• Question 1: Why is data so important in the IEP process?• Question 2: How do you decide how to collect data on IEP goals? And will you use the same method for all IEP goals?• Question 3: What’s your - [Progress Monitoring System with Stephanie](https://www.theintentionaliep.com/lessons/progress-monitoring-system-with-stephanie-2/) - • Stephanie: Welcome and Introductions Related Resources: Intentional Data Collection Training Data Sheet Bundles Digital and Printable Data Stickers IEP Goal Training IEP Goal Mastery Criterion Goals vs. Objectives Training - [When a Child Masters an IEP Goal](https://www.theintentionaliep.com/lessons/when-a-child-masters-an-iep-goal/) - • Stephanie: Welcome and Introductions Related Resources: Amendment TrainingWriting IEP Goals TrainingIEP Writing CourseData Collection Course - [Inheriting a Badly Written IEP with Michelle](https://www.theintentionaliep.com/lessons/inheriting-a-badly-written-iep-with-michelle-2/) - • Stephanie: Welcome and Introductions• About Michelle, Michelle’s teaching Experience and Role at the IEP Table• Question 1: What are a few signs of a poorly written IEP?• Question 2: What’s the first step if you realize you’ve inherited a poorly written IEP?• Question 3: What comes next?• Question 3: Do you have to have - [Presuming Competence with DJ](https://www.theintentionaliep.com/lessons/presuming-competence-with-dj-2/) - • Stephanie: Welcome and Introductions• About DJ, DJ’s teaching Experience and Role at the IEP Table• Question 1: What does “presume competence” mean? And why is it important?• Question 2: What does true inclusion look like, and why is presuming competence in this area important?• Question 3: How do we presume competence in the inclusion - [Accommodations for ADHD + Autism with Jess B](https://www.theintentionaliep.com/lessons/accommodations-for-adhd-autism-with-jess-b/) - • Stephanie: Welcome and Introductions• About Jessica, Jessica’s Teaching Experience and Role at the IEP Table• Question 1: Remind us what an accommodation is, and where in an IEP we will find this information.• Question 2: What are some common accommodations that are helpful for autistic / ADHD students?• Question 3: What should a team - [Sensory Integrations with Kori](https://www.theintentionaliep.com/lessons/sensory-integrations-with-kori-2/) - • Stephanie: Welcome and Introductions• About Kori, Kori’s Teaching Experience and Role at the IEP Table• Question 1: What are sensory strategies? What does that mean? Let’s start at the beginning.• Question 2: Why is integrating sensory supports so beneficial for our students?• Question 3: What are your favorite sensory strategies that anyone can implement?• - [Sensory Breaks with Sarah](https://www.theintentionaliep.com/lessons/sensory-breaks-with-sarah-2/) - • Stephanie: Welcome and Introductions• About Sarah, Sarah’s Teaching Experience and Role at the IEP Table• Question 1: What is a sensory break or exercise?• Question 2: What are your favorite 3-5 sensory breaks or exercises to help students with emotional regulation?• Question 3: How often do you do these? And what does it look - [Sensory Processing with Samantha](https://www.theintentionaliep.com/lessons/sensory-processing-with-samantha-2/) - • Stephanie: Welcome and Introductions• About Samantha, Samantha’s Teaching Experience and Role at the IEP Table• Question 1: What are the different types of sensory processing disorders?• Question 2: How do sensory processing and emotional regulation connect? And how does this tie into behaviors we may see in the classroom• Question 3: What are some - [Staying Organized with Whitney](https://www.theintentionaliep.com/lessons/staying-organized-with-whitney-2/) - • Stephanie: Welcome and Introductions• About Whitney, Whitney’s Teaching Experience and Role at the IEP Table• Question 1: How do you stay organized as a resource teacher? What have you found that works best for you? • Question 2: How do you manage getting all student minutes in, and also working on IEP goals?• Question 3: - [Draft IEP with Heather](https://www.theintentionaliep.com/lessons/draft-iep-with-heather-2/) - -Stephanie: Welcome and Introduction -Heather Introduction -What is a draft IEP and why is it important? -What section(s) of the IEP should be sent home in the draft and why? -What does sending home the draft IEP process look like for you? What is your “IEP Writing Timeline”? - At what point do you feel - [Section 3: The Profile with Melinda](https://www.theintentionaliep.com/lessons/section-3-the-profile-with-melinda-2/) - • Stephanie: Welcome and Introductions• About Melinda, Melinda’s Teaching Experience and Role at the IEP Table• Question 1: What is the profile section of the IEP?• Question 2: Why is this an important section of the IEP?• Question 3: How can we, as teachers, make sure the profile section of the IEP is written and - [Victim to Victorious with Jillian](https://www.theintentionaliep.com/lessons/victim-to-victorious-with-jillian/) - •Stephanie: Welcome and Introduction •Jillian Introduction •Question 1: We’re going to go right in for it, how do you manage your emotions, even on the toughest days? • Question 2: What advice do you have for when a student becomes violent? How do you manage your emotions? • Question 3: What advice do you have - [Deaf HOH with Deanna](https://www.theintentionaliep.com/lessons/deaf-hoh-with-deanna/) - • Stephanie: Welcome and Introductions• About Deanna, Deanna’s Teaching Experience and Role at the IEP Table • Question 1: We know what accommodations and modifications are in an IEP; but do they differ or are they different with our Deaf/HOH population of students?• Question 2: What are a couple of the most commonly known accommodations/modifications - [Why Didn't My Child Qualify for Speech? with Halle](https://www.theintentionaliep.com/lessons/why-didnt-my-child-qualify-for-speech-with-halle/) - • Stephanie: Welcome and Introductions • About Hallie, Hallie’s Teaching Experience and Role at the IEP Table • What does it mean for a student to qualify for speech services? And what does that process look like?• What should a special education teacher do if they suspect a student is in need of speech services?• - [Science of Reading with Malia](https://www.theintentionaliep.com/lessons/science-of-reading-with-malia/) - • Stephanie: Welcome and Introductions• About Malia, Malia’s Teaching Experience and Role at the IEP Table• Question 1: What is SOR and why does it seem like, all of a sudden, this is - for lack of better wording - “the thing”? What makes SOR stand out and why is it so beneficial for all - [Gen ED Collaboration with Jenna C](https://www.theintentionaliep.com/lessons/gen-ed-collaboration-with-jenna-c/) - • Stephanie: Welcome and Introductions• About Jenna, Jenna’s Teaching Experience and Role at the IEP Table• Question 1: What are some things, outside of IEP writing, that special education teachers are expected to do that Gen Ed teachers don’t do?• Question 2: How can we help our general Ed peers understand our role?• Question 3: - [Data Collection with Robin](https://www.theintentionaliep.com/lessons/data-collection-with-robin-2/) - • Stephanie: Welcome and Introductions• About Robin, Robin’s Teaching Experience and Role at the IEP Table• Question 1: How do you write IEP goals with data collection in mind?• Question 2: How do you choose the criteria for an IEP goal?• Question 3: How do you determine how to then collect data on each IEP - [How to Write IEP Goals for Skill Gaps with Stephanie](https://www.theintentionaliep.com/lessons/how-to-write-iep-goals-for-skill-gaps-with-stephanie-2/) - Stephanie: Welcome and Introductions Related Resources:IEP MatrixPresent Levels Training - [Evaluation Adaptions with Tim](https://www.theintentionaliep.com/lessons/evaluation-adaptions-with-tim/) - • Stephanie: Welcome and Introductions• About Tim, Tim's Teaching Experience and Role at the IEP Table• Question 1: What are adaptations? How do they differ from accommodations and modifications?• Question 2: How do you evaluate adaptations?• Question 3: How do you know when to evaluate adaptations?• Question 4: What type of data do you use - [Executive Functioning with Shannon](https://www.theintentionaliep.com/lessons/executive-functioning-with-shannon-2/) - Executive Functioning with Shannon 12 mins • Stephanie: Welcome and Introductions• About Shannon, Shannons’s Teaching Experience and Role at the IEP Table• Question 1: What are executive function skills, and why are they important?• Question 2: Where in an IEP will we find this information, and how do we write these supports into an IEP?• - [Setting Good Habits with Stephanie](https://www.theintentionaliep.com/lessons/setting-good-habits-with-stephanie-2/) - Stephanie: Welcome and Introduction Related Resources:Importance of Draft IEP TrainingIEP Writing Timeline Download - [Using Technology in the Special Ed Classroom with Jess R.](https://www.theintentionaliep.com/lessons/using-technology-in-the-special-ed-classroom-with-jess-r/) - • Stephanie: Welcome and Introduction• About Jess, Jess’s Teaching Experience and Role at the IEP Table• Question 1: What are some ways that technology can be beneficial in the classroom?• Question 2: Tell us 1 or 2 of your favorite ways to integrate technology in your classroom.• Question 3: How do you determine what technology - [Writing Neuroaffirming Transition Plans with Laine](https://www.theintentionaliep.com/lessons/writing-neuroaffirming-transition-plans-with-laine/) - Stephanie: Welcome and Introductions• About Laine, Laine’s Teaching Experience and Role at the IEP Table• Question 1: What does it mean to be or use a neurodiversity-affirming approach?• Question 2: What are some examples or guidelines of how to be neurodiversity-affirming?• Question 3: How can educators use this approach when writing an IEP?• Question 4: - [Delegating Responsibilities to Parapros with Shelley](https://www.theintentionaliep.com/lessons/delegating-responsibilities-to-parapros-with-shelley/) - • Stephanie: Welcome and Introductions• About Shelley, Shelley’s Teaching Experience and Role at the IEP Table• Question 1: What is the role of a paraprofessional? (support staff, aide, para, etc)• Question 2: What are some responsibilities that a para may have?• Question 3: How do you delegate these responsibilities to your classroom staff?• Question 4: - [Teaching Online + Online Education with Krista](https://www.theintentionaliep.com/lessons/teaching-online-online-education-with-krista/) - Stephanie: Welcome and Introduction Kristina Introduction How does teaching special Ed online differ from in person How does it work? How do you adapt lessons or materials to meet the needs of your students? Why might a family choose an alternative setting, like online learning for their child? How involved does a family need to - [Autism Eligibility with Jess](https://www.theintentionaliep.com/lessons/autism-eligibility-with-jess/) - .Find It Quickly:• Stephanie: Welcome and Introductions• About Jessica, Jessica’s Education Experience and Role at the IEP Table• Question 1: Remind us what an accommodation is, and where in an IEP we will find this information.• Question 2: What are some common accommodations that are helpful for autistic / ADHD students?• Question 3: What should - [Managing Common Class Behaviors in Sped with Cindy](https://www.theintentionaliep.com/lessons/managing-common-class-behaviors-in-sped-with-cindy/) - • Stephanie: Welcome and Introductions• About Cindy, Cindy’s Teaching Experience and Role at the IEP Table Refusal to complete work - what is it, what might it look like, and what can we do? Talking out of turn - what is it, what might it look like, and what can we do? Attention seeking behaviors - [Executive Functioning Strategies for IEP Teams](https://www.theintentionaliep.com/lessons/executive-functioning-strategies-for-iep-teams/) - • Stephanie: Welcome and Introductions• About Carrie, Carrie’s Teaching Experience and Role at the IEP Table• Question 1: What are some examples of good vs. bad executive functioning? How do I know if a student is struggling with Executive Function? Why do some students struggle more than others?• Question 2: What are some examples of - [Whiteboard IEP Process](https://www.theintentionaliep.com/lessons/whiteboard-iep-process/) - • Stephanie: Welcome and Introductions• About Liz, Liz’s Teaching Experience and Role at the IEP Table• Question 1: What is the “Whiteboard IEP” process?• Question 2: Why is this process beneficial to IEP teams?• Question 3: Walk us through how to use the whiteboard IEP process at an IEP meeting to write the child’s IEP…• - [Ensuring Productive Partnerships with Paras](https://www.theintentionaliep.com/lessons/ensuring-productive-partnerships-with-paras/) - • Stephanie: Welcome and Introductions• About Jamilah, Jamilah’s Teaching Experience and Role at the IEP Table• Question 1: What does it mean to have a productive partnership with your instructional assistants?• Question 2: What are 3-4 ways to build and ensure a productive partnership with your support staff?• Question 3: How does building this relationship - [5 Things I Wish I Knew as a New Sped Parent](https://www.theintentionaliep.com/lessons/5-things-i-wish-i-knew-as-a-new-sped-parent/) - • Stephanie: Welcome and Introductions• About Jessica, Jessica’s Teaching Experience and Role at the IEP Table• What is 1 thing you wish you knew as a parent new to special education?•Second thing•Third thing…• Fourth thing…• Fifth thing…• Why is it important for parents to know and/or understand the IEP process, etc.?• What is your best - [How to Write Objective Present Levels](https://www.theintentionaliep.com/lessons/how-to-write-objective-present-levels/) - • Stephanie: Welcome and Introductions• About Heather, Heather’s Teaching Experience and Role at the IEP Table• Question 1: What does it mean to have objective present levels? And why is it important to be objective?• Question 2: What data do you recommend having in the present levels?• Question 3: How does being objective in the - [Justifying IEP Goals with Data](https://www.theintentionaliep.com/lessons/justifying-iep-goals-with-data/) - • Stephanie: Welcome and Introductions Related Resources:Data Collection TrainingBirth to Sixth Matrix7-12 MatrixWriting IEP Goals Training - [How to Gather Data Before an IEP Meeting](https://www.theintentionaliep.com/lessons/how-to-gather-data-before-an-iep-meeting/) - Stephanie: Welcome and Introduction Related Resources: IEP Input FormsIEP Writing TimelineIEP ToolkitIEP Goal WritingThe Intentional IEP Book - [Modifying an IEP Before the Annual](https://www.theintentionaliep.com/lessons/modifying-an-iep-before-the-annual/) - Stephanie: Welcome and Introduction Related Resources: The Intentional IEP BookIEP Writing Course Related Resources: IDEAThe Intentional IEP Book - [3 Steps to Writing More Compliant IEPs](https://www.theintentionaliep.com/lessons/3-steps-to-writing-more-compliant-ieps/) - Stephanie: Introduction + Training Related Resources: The Intentional IEP BookIEP Writing CourseIEP Input FormsIEP Writing Timeline Found in Membership: LRE PosterService Minute Formula - [What is an IEP Agenda and How to Write One](https://www.theintentionaliep.com/lessons/what-is-an-iep-agenda-and-how-to-write-one/) - • Stephanie: Welcome and Introductions Related Resources: The Intentional IEP BookIEP Meeting Agenda IEP Input Questionnaires When to Make an Amendment with Heather: Training - [Managing and Keeping Up with Paperwork with Stephanie](https://www.theintentionaliep.com/lessons/managing-and-keeping-up-with-paperwork-with-stephanie/) - • Stephanie: Welcome and Introductions Related Resources: The Intentional IEP BookColor Coding Blog PostIEP BinderStudent IEP BindersIEP Writing Timeline Related Blog Posts: https://www.mrsdscorner.com/organizing-iep-case-files/ Free Priorities List Download Classroom Supplies You’ll Need: 8 Pocket Portfolio Pendaflex pile smart: Classification folders with dividers: - [How to Write a Killer PLOP](https://www.theintentionaliep.com/lessons/how-to-write-a-killer-plop/) - Stephanie: Welcome and Introduction Related Resources:Present Level Template (in the IEP Toolkit)Intentional IEP Writing Mini Course - [Function Based Behavior Interventions](https://www.theintentionaliep.com/lessons/function-based-behavior-interventions/) - • Stephanie: Welcome and Introductions• About Allison, Allison’s Teaching Experience and Role at the IEP Table• Question 1: What is a function-based behavioral intervention? What are some examples?• Question 2: How do you determine a function-based behavioral intervention for a student? What data do you need for this?• Question 3: How could you write these - [Sensory Supports for Any Classrooms](https://www.theintentionaliep.com/lessons/sensory-supports-for-any-classrooms/) - • Stephanie: Welcome and Introductions• About Arielle, Arielle’s Teaching Experience and Role at the IEP Table• Question 1: What does it mean to be “Sensory Friendly”?• Question 2: What are the most common “no no’s” when it comes to having a sensory friendly classroom?• Question 3: How can teachers make their classrooms sensory friendly?• Question - [Communicating Data with the IEP Team](https://www.theintentionaliep.com/lessons/communicating-data-with-the-iep-team/) - • Stephanie: Welcome and Introductions• About Jessica, Jessica’s Teaching Experience and Role at the IEP Table• Question 1: Why is data so important to the entire IEP process? And what does “data driven IEP” mean?• Question 2: Let’s talk about the different ways you can communicate your data collection… (share the different ways)• Question 3: - [Lesson](https://www.theintentionaliep.com/lessons/lesson-30/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-28/) - [General Ed Collaboration in Inclusion with Aly H.](https://www.theintentionaliep.com/lessons/general-ed-collaboration-in-inclusion-with-aly-h/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Aly, Aly's Teaching Experience and Role at the IEP Table1:11 • Question 1: How do you and your special ed teacher peers collaborate?5:14 • Question 2: What has helped you the most in terms of supporting your students with IEPs in the gen ed classroom?10:19 - [Admin Perspective with Caity S.](https://www.theintentionaliep.com/lessons/admin-perspective-with-caity-s/) - Find It Quickly: 0:00 • Stephanie: Welcome and Introductions0:25 • About Caity, Caity's Teaching Experience and Role at the IEP Table1:48 • Question 1: What is the administrator’s role in an IEP meeting?4:21 • Question 2: What do you want teachers to know about an administrator’s role in the IEP?6:49 • Question 3: What advice - [Deaf Ed Parent Perspective on Special Ed Services](https://www.theintentionaliep.com/lessons/deaf-ed-parent-perspective-on-special-ed-services-2/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:51 • About Mallory, Mallory's Experience and Role at the IEP Table2:16 • Question 1: What has your experience been like at the IEP table?4:58 • Question 2: What is something that you feel has really changed the game for you, and maybe something that you recommend special - [Deaf Ed 101 Part 2 with Katie S.](https://www.theintentionaliep.com/lessons/deaf-ed-101-part-2-with-katie-s/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31 • About Katie, Katie's Teaching Experience and Role at the IEP Table1:35 • Question 1: Let’s do a brief overview of the supports we might find or write into a child’s IEP.2:48 • Question 2: What are some challenges a student might face in a school setting, - [Deaf Ed 101 with Katie S.](https://www.theintentionaliep.com/lessons/deaf-ed-101-with-katie-s/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Katie, Katie's Teaching Experience and Role at the IEP Table2:28 • Question 1: How is a deaf hard of hearing student identified? And what has your experience been like with parents whose child has been identified? What should we as special educators be aware of - [Student Participation in the IEP with Maureen](https://www.theintentionaliep.com/lessons/student-participation-in-the-iep-with-maureen/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Maureen, Maureen's Teaching Experience and Role at the IEP Table2:30 • Question 1: Where do you start? What is the first step for having students participate in their own IEP process?7:27 • Question 2: How do you have nonverbal students or students with high communication - [Should I or the SLP? with Hallie S.](https://www.theintentionaliep.com/lessons/should-i-or-the-slp-with-hallie-s/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Hallie, Hallie’s Teaching Experience and Role at the IEP Table2:10 • Question 1: Where in a child’s IEP do you find information on a child’s SLP services?4:39 • Question 2: How does a teacher know who will take data on speech goals? Is it our - [The IEP Meeting with Nicole M.](https://www.theintentionaliep.com/lessons/the-iep-meeting-with-nicole-m/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Nicole, Nicole's Teaching Experience and Role at the IEP Table1:42 • Question 1: What should a special education teacher do before the IEP meeting?6:11 • Question 2: What about during the IEP meeting?12:57 • Question 3: What about after the IEP meeting?16:42 • Question 4: - [Parent Perspective on Special Ed Services with Aaron W.](https://www.theintentionaliep.com/lessons/parent-perspective-on-special-ed-services-with-aaron-w/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22 • About Aaron, Aaron's Experience and Role at the IEP Table6:58 • Question 1: What has your experience been like at the IEP table?12:58 • Question 2: What is something that you feel has really changed the game for you, and maybe something that you recommend special - [When to Make an IEP Amendment with Heather C.](https://www.theintentionaliep.com/lessons/when-to-make-an-iep-amendment-with-heather-c/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:35 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:20 • Question 1: Let’s start with the basics… what is an IEP amendment?1:39 • Question 2: When might a teacher want to make an amendment to a student’s IEP? Or when may an IEP amendment - [The Exit IEP with Ms. Fiona](https://www.theintentionaliep.com/lessons/the-exit-iep-with-ms-fiona/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:19 • About Fiona, Fiona's Teaching Experience and Role at the IEP able1:00 • Question 1: What is an Exit IEP? And what is the purpose of an Exit IEP?3:04 • Question 2: How does the Exit IEP section differ from the Transition section? Is it all in - [Parent Communication with Heather W.](https://www.theintentionaliep.com/lessons/parent-communication-with-heather-w/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:25 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:22 • Question 1: How can we as teachers build rapport before the IEP meeting, so that parents feel more at ease when it comes time for the IEP meeting?4:42 • Question 2: How do you - [Getting Families Involved in the IEP Process with Allie S.](https://www.theintentionaliep.com/lessons/getting-families-involved-in-the-iep-process-with-allie-s/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:13 • About Allie, Allie’s Teaching Experience and Role at the IEP Table1:13 • Question 1: At what point in the IEP writing process should a teacher or service provider include the family?3:44 • Question 2: How can special education teachers, and IEP Teams, help improve the IEP - [Choosing Behavior IEP Goals with Cassie L.](https://www.theintentionaliep.com/lessons/choosing-behavior-iep-goals-with-cassie-l/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Cassie, Cassie's Teaching Experience and Role at the IEP Table1:11 • Question 1: In our last chat, we talked about behavior plans and you shared with everyone how the FBA aligns all the way through to the IEP goals. Can we refresh all of our - [Behavior Data Collection with Meghan D.](https://www.theintentionaliep.com/lessons/behavior-data-collection-with-meghan-d/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22 • About Meghan, Meghan's Teaching Experience and Role at the IEP Table2:53 • Question 1: How do you take data on behaviors? Do you use one method?7:51 • Question 2: How do you determine your data collection method?9:29 • Question 3: How often do you collect data - [Present Levels with Jennifer H.](https://www.theintentionaliep.com/lessons/present-levels-with-jennifer-h/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Jennifer, Jennifer's Teaching Experience and Role at the IEP Table4:00 • Question 1: What is the PLOP and what information should be in this section of the IEP?18:14 • Question 2: Should the caseload manager be the only person who writes this section of the - [Student Led IEPs in High School](https://www.theintentionaliep.com/lessons/student-led-ieps-in-high-school-2/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • About Bridgette, Bridgette’s Teaching Experience and Role at the IEP Table3:50 • Question 1: What are student led IEPs?7:37 • Question 2: How do you explain an IEP to a student?11:49 • Question 3: How does a student led IEP look prior to the IEP meeting? - [Including Young Learners in the IEP with Sam Z.](https://www.theintentionaliep.com/lessons/including-young-learners-in-the-iep-with-sam-z/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Sam, Sam's Education Experience and Role at the IEP Table2:35 • Question 1: Do you think that a child can be too young to be a part of the IEP process?4:03 • Question 2: What does or what can including a child in the IEP - [Accommodations + Modifications with Tim K.](https://www.theintentionaliep.com/lessons/accommodations-modifications-with-tim-k/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31 • About Tim, Tim's Education Experience and Role at the IEP Table1:51 • Question 1: What is an accommodation? Modification? 3:03 • Question 2: And why do we need them in an IEP? How do they connect to the rest of the IEP?4:19 • Question 3: Where - [Parent Input on the IEP with Catherine W.](https://www.theintentionaliep.com/lessons/parent-input-on-the-iep-with-catherine-w/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:33 • About Catherine, Catherine's Teaching Experience and Role at the IEP Table2:52 • Question 1: When should teachers begin communicating with a child’s parents/guardians? What could this look like?6:13 • Question 2: Before an IEP meeting, what can teachers do to ensure a parent is involved in - [Transitioning to Functional IEP Goals with Ms. Fiona](https://www.theintentionaliep.com/lessons/transitioning-to-functional-iep-goals-with-ms-fiona/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Fiona, Fiona's Teaching Experience and Role at the IEP Table1:15 • Question 1: What are functional skills?2:14 • Question 2: When do you know it’s time to make this switch from academic to functional IEP goals? Is there a set time or age? What do - [AAC in the IEP with Jodi S.](https://www.theintentionaliep.com/lessons/aac-in-the-iep-with-jodi-s/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22 • About Jodi, Jodi’s Teaching Experience and Role at the IEP Table2:02 • Question 1: What is AAC? What are the different types of AAC devices, and what are they used for?3:52 • Question 2: How do we know if a student needs an AAC device? And - [Aligning Present Levels + Goals to the BIP/FBA with Cassie L.](https://www.theintentionaliep.com/lessons/aligning-present-levels-goals-to-the-bip-fba-with-cassie-l/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Cassie, Cassie’s Teaching Experience and Role at the IEP Table1:36 • Question 1: How do you know when a student needs a behavior plan? And what do you do if you believe a student would benefit from a behavior plan?3:22 • Question 2: What needs - [Behavior Plans with Allie S.](https://www.theintentionaliep.com/lessons/behavior-plans-with-allie-s/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:14 • About Allie, Allie’s Teaching Experience and Role at the IEP Table1:06 • Question 1: Before we talk about behavior plans, can you tell us what a behavior plan is and why a student may need one?2:22 • Question 2: First step in setting a student up - [Getting to the Signature: IEP 411 with Nicole M.](https://www.theintentionaliep.com/lessons/getting-to-the-signature-iep-411-with-nicole-m/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:15 • About Nicole, Nicole’s Teaching Experience and Role at the IEP Table2:41 • Question 1: An IEP is an Individualized Education Program. What is the best way for us to have all of our ducks in a row for this meeting?5:42 • Question 2: What can we - [IEP Writing + Teacher Burnout with Amanda](https://www.theintentionaliep.com/lessons/iep-writing-teacher-burnout-with-amanda/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:41 • About Amanda, Amanda’s Teaching Experience and Role at the IEP Table4:51 • Question 1: So what is burnout? And how is burnout different from the regular stressors in a job?6:40 • Question 2: What is your experience with burnout?11:34 • Question 3: What are, let’s say - [Documenting Need in the IEP with Cortnie C.](https://www.theintentionaliep.com/lessons/documenting-need-in-the-iep-with-cortnie-c/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Cortnie, Cortnie's Teaching Experience and Role at the IEP Table3:08 • Question 1: For the sake of examples, let’s make up a fictitious student who has a specific need.4:10 • Question 2: If you know a student has a specific need, like Jay, what is - [Implementation and Application of the IEP with Cortnie C.](https://www.theintentionaliep.com/lessons/implementation-and-application-of-the-iep-with-cortnie-c/) - In part 1 of this chat, Cortnie and I talked about documenting a need in the IEP. We came up with a fictitious student J who needs help with self regulation. Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Cortnie, Cortnie's Teaching Experience and Role at the IEP Table2:19 • Question 1: What - [An Organized IEP Process with Heather C.](https://www.theintentionaliep.com/lessons/an-organized-iep-process-with-heather-c/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:21 • Question 1: How do you feel about keeping all of the IEP paperwork organized, and how has this organization helped you?2:20 • Question 2: How do you keep all of the paperwork organized? Do - [Role of Parapros | Sarah](https://www.theintentionaliep.com/lessons/role-of-parapros-sarah/) - • Stephanie: Welcome and Introductions• Sarah Introduction • What is a paraprofessional, and will every special education teacher have the honor of working with a paraprofessional?• Are paras the same as support staff, the same as a classroom or 1:1 aide?• What is the role of a paraprofessional in the classroom? What expectations should be set - [Time Management and Productivity with Marisa](https://www.theintentionaliep.com/lessons/time-management-and-productivity-with-marisa/) - • Stephanie: Welcome and Introductions• Marisa Introduction • Why is time management important? And how does time management affect your productivity?• When it comes to teachers and everything they have on their plates every day, where should they start? What’s the first step in gaining back control over time and productivity?• How do you make this - [Helping Disabled Students Transition to College with Dan](https://www.theintentionaliep.com/lessons/helping-disabled-students-transition-to-college-with-dan/) - • Stephanie: Welcome and Introductions• Dan Introduction • Why is the college transition such a pivotal moment in a student’s life?• How can we help a student successfully transition - and plan for the transition - to college?• When should an IEP team step, or teacher or parent, begin preparing the child for the college transition? - [Mental Health + Burnout with Miranda](https://www.theintentionaliep.com/lessons/mental-health-burnout-with-miranda/) - Find It Quickly: • Stephanie: Welcome and Introductions• About Miranda • Question 1: What is burnout, and how does/can a person’s mental health tie into it?• Question 2: Is burnout the same for every person, and what are the general “symptoms” or causes of burnout? How is this different than, let’s say, every day stressors?• - [Instilling a Growth Mindset in Students with Zoie](https://www.theintentionaliep.com/lessons/instilling-a-growth-mindset-in-students-with-zoie/) - • Stephanie: Welcome and Introductions• Zoie Introduction • What is a growth mindset and what are some examples of growth mindset?• Why is it important for students to have this type of mindset? (or anyone)• How can we help students develop a growth mindset?• What suggestions do you have for a student who maybe is struggling - [Special Education in the Philippines with Rhoane](https://www.theintentionaliep.com/lessons/special-education-in-the-philippines-with-rhoane/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Rhoane, Rhoane’s Teaching Experience and Role at the IEP Table1:51 • Question 1: What do special education services look like in the Philippines?3:14 • Question 2: What does the referral process for special education look like? 5:22 • Question 3: How often are you required to - [IEP Cheat Sheets and Time Savers with Nikki](https://www.theintentionaliep.com/lessons/iep-cheat-sheets-and-time-savers-with-nikki/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:32• About Nikki, Nikki’s Teaching Experience and Role at the IEP Table1:43• Question 1: How do IEP time savers and cheat sheets help you write and implement IEPs quicker or faster, without losing the integrity of the document?8:00• Question 2: What are your top 1-3 favorite IEP cheat - [Helping Parents Understand Their Rights with| Jade](https://www.theintentionaliep.com/lessons/helping-parents-understand-their-rights-with-jade/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31• About Jade, Jade’s Teaching Experience and Role at the IEP Table0:45• Question 1: Let’s jump right in! What rights DO parents have under IDEA law?11:02• Question 2: What are some ways we can help parents understand their rights?13:00 • Question 3: What are some, maybe, small things - [Why Did Your SLP Recommend That?!? with Halle](https://www.theintentionaliep.com/lessons/why-did-your-slp-recommend-that-with-halle/) - Find It Quickly0:00 • Stephanie: Welcome and Introductions0:22• About Hallie, Hallie’s Teaching Experience and Role at the IEP Table1:27• Question 1: What role does an SLP have on the IEP team? And why are they an integral part of IEP teams?4:40• Question 2: What “things” can an SLP help with? And when should a special - [Collaborating with Gen ED to Implement IEP with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/collaborating-with-gen-ed-to-implement-iep-with-stephanie-delussey/) - • Stephanie: Welcome and Introductions• Introduction to IEP Snapshot• Why Use an IEP Snapshot• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Recommended Resources:IEP Snapshot Bundle | IEP Snapshot Use Code: - [Behaviors and the IEP with Carla](https://www.theintentionaliep.com/lessons/behaviors-and-the-iep-with-carla/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Carla, Carla’s Teaching Experience and Role at the IEP Table1:25• Question 1: Where in the IEP might we find information about a student’s behaviors? Is there only place this information should be?3:54• Question 2: Is all behavior written into the IEP in the same way?6:32 - [What Goes Into the Present Levels with Krista](https://www.theintentionaliep.com/lessons/what-goes-into-the-present-levels-krista/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:33 • About Krista, Krista's Teaching Experience and Role at the IEP Table2:37• Question 1: What information goes into the Present Levels?5:21• Question 2: What can a special education teacher do to help present the PL to families in a way that they understand, but also feel good - [5 Books Every Parent and Special Educator Should Read with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/5-books-every-parent-and-special-educator-should-read-with-stephanie-delussey/) - • Stephanie: Welcome and Introductions• Introduction • Book Share• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course | Join BookclubBook Recommendations:All About IEPs | The Special Needs School Survival Guide | Parents and Partners Partnering for Children with Disabilities: The Dance That Matters | Your Special Education Rights | The Gift of Failure Website Recommendations:Wrights Law - [IEP Writing System with Nicole](https://www.theintentionaliep.com/lessons/iep-writing-system-with-nicole/) - IEP Writing PlanningDownload TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:37 • About Nicole, Nicole’s Teaching Experience and Role at the IEP Table2:07• It is important to have a system in place for writing IEPs. Not only does it make the process easier, but it keeps you in compliance with due dates. What does - [Top 7 Data Sheets and How to Use Them with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/top-7-data-sheets-and-how-to-use-them-with-stephanie-delussey/) - • Stephanie: Welcome and Introductions• Explanation and how to use all seven data sheets• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Related Resources:Data Sheet Bundle | IEP Writing Timeline Printable | IEP Writing Mini Training - [OTs in the School Setting with Cathey](https://www.theintentionaliep.com/lessons/ots-in-the-school-setting-with-cathey/) - • Stephanie: Welcome and Introductions• Cathey Introduction • What is “OT”?• What does OT look like in a school setting?• What do OTs work on? What services do OTs provide?• If a teacher suspects a child may need OT services, what should the teacher do?• What is your best piece of advice for teachers working with - [What to Do When You Get a New IEP](https://www.theintentionaliep.com/lessons/what-to-do-when-you-get-a-new-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • Reading the IEP1:08 • Checking services and their times1:34 • Ensuring that all needed supports are in place2:17 • Making sure everyone has a copy of the IEP3:02 • Check all district rules3:51 • Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course - [Writing Progress Reports](https://www.theintentionaliep.com/lessons/writing-progress-reports/) - In this lesson, you will learn about writing progress reports. A | What the IDEA Says We learned in Module 1 that the IDEA is the federal special education law and also that states have a lot of control over some things as well. And we know that an IEP must include measurable IEP goals - [Student Self-Advocacy During the IEP Meeting](https://www.theintentionaliep.com/lessons/student-self-advocacy-during-the-iep-meeting/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Brynne, Brynne’s Education Experience and Role at the IEP Table1:39 • Question 1: What is self advocacy and why is it important?2:49 • Question 2: What do you do with your students leading up to the IEP meeting to get them set up for success? - [Running an IEP Team Built for Success](https://www.theintentionaliep.com/lessons/running-an-iep-team-built-for-success/) - In this bonus training you will learn when comes after the IEP meeting, including how to explain an IEP to a non-special ed teacher, tips for making the general ed classroom more inclusive, and how to implement student supports and services in an inclusive classroom setting. A | After the IEP Meeting Let’s start here - [Data and Analysis with Patrick](https://www.theintentionaliep.com/lessons/data-and-analysis-with-patrick/) - • Stephanie: Welcome and Introductions• About Patrick, Patrick’s Teaching Experience and Role at the IEP Table• Question 1: Why is data so important in the IEP process?• Question 2: How do you decide how to collect data on IEP goals? And will you use the same method for all IEP goals?• Question 3: What’s your - [Data Collection with Robin](https://www.theintentionaliep.com/lessons/data-collection-with-robin/) - • Stephanie: Welcome and Introductions• About Robin, Robin’s Teaching Experience and Role at the IEP Table• Question 1: How do you write IEP goals with data collection in mind?• Question 2: How do you choose the criteria for an IEP goal?• Question 3: How do you determine how to then collect data on each IEP - [Dissecting Evals with Kate](https://www.theintentionaliep.com/lessons/dissecting-evals-with-kate/) - • Stephanie: Welcome and Introductions• About Kate, Kate’s Teaching Experience and Role at the IEP Table• Question 1: Why is dissecting assessments and evaluations so overwhelming, but also why is it so important?•Question 2: What are the steps to dissecting assessments and evaluations? Is there a specific order?•Question 3: How do we take this information - [Setting Up QR Codes for Digital Data](https://www.theintentionaliep.com/lessons/setting-up-qr-codes-for-digital-data/) - • Stephanie: Welcome and Introductions• Digital Data Dive• Step by Step Directions for Setting Up QR codes• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Matrix | TII Shop - [Chrome Extensions Part 2](https://www.theintentionaliep.com/lessons/chrome-extensions-part-2/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Dawn, Dawn’s Teaching Experience and Role at the IEP Table0:49 • Question 1: In our last chat we were talking about Google Chrome extensions, so if you haven’t watched that yet you’ll want to start there. Because in this chat we’re talking about other tech - [Chrome Extensions Part 1](https://www.theintentionaliep.com/lessons/chrome-extensions-part-1/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:26 • About Dawn, Dawn’s Teaching Experience and Role at the IEP Table1:24 • Question 1: Today we are diving into an area that I don’t know too much about myself, besides copy/paste from Word Documents! So let’s start with computer shortcuts… what shortcuts are out there to - [Google Keep + IEPs](https://www.theintentionaliep.com/lessons/google-keep-ieps/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:30 • About Kara, Kara’s Teaching Experience and Role at the IEP Table2:42• Question 1: What is Google Keep? And what can it do?4:36 • Question 2: How do you use Google Keep in relation to IEPs?19:36 • Question 3: Why do you think teachers should at least - [Digital Data Collection](https://www.theintentionaliep.com/lessons/digital-data-collection/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Nicole, Nicole’s Teaching Experience and Role at the IEP Table1:04• Question 1: Why is data collection so important when it comes to writing and implementing IEPs?1:33• Question 2: How do you know how often to collect data? And on what schedule? Where in the IEP - [Top 7 Data Sheets and How to Use Them](https://www.theintentionaliep.com/lessons/top-7-data-sheets-and-how-to-use-them/) - • Stephanie: Welcome and Introductions• Explanation and how to use all seven data sheets• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Related Resources:Data Sheet Bundle | IEP Writing Timeline Printable | IEP Writing Mini Training - [Behavior Data Collection](https://www.theintentionaliep.com/lessons/behavior-data-collection/) - 0:00 • Stephanie: Welcome and Introductions0:22 • About Meghan, Meghan’s Teaching Experience and Role at the IEP Table2:53 • Question 1: How do you take data on behaviors? Do you use one method?7:51 • Question 2: How do you determine your data collection method?9:29 • Question 3: How often do you collect data on behaviors? - [Graphing Data](https://www.theintentionaliep.com/lessons/graphing-data/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:58• Question 1: Before we get into the how, where is this data coming from? And how do we know how much data to collect? Is this written into the IEP somewhere?3:29• Question 2: Why should - [Data Collection](https://www.theintentionaliep.com/lessons/data-collection/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:11• Question 1: Why do we have to collect data? Why is data important for IEPs?2:06 • Question 2: What is the method you use for data collection? What does it look like?3:57 • Question 3: - [How to Write IEP Goals for Skill Gaps with Stephanie](https://www.theintentionaliep.com/lessons/how-to-write-iep-goals-for-skill-gaps-with-stephanie/) - • Stephanie: Welcome and Introductions Related Resources:IEP MatrixPresent Levels Training - [Parents + The IEP Meeting](https://www.theintentionaliep.com/lessons/parents-the-iep-meeting/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [After the IEP Meeting](https://www.theintentionaliep.com/lessons/after-the-iep-meeting/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Prior Written Notice](https://www.theintentionaliep.com/lessons/prior-written-notice/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [During the IEP Meeting](https://www.theintentionaliep.com/lessons/during-the-iep-meeting/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Meeting Attendance](https://www.theintentionaliep.com/lessons/meeting-attendance/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Before the IEP Meeting](https://www.theintentionaliep.com/lessons/before-the-iep-meeting/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [IEP Meeting Introduction](https://www.theintentionaliep.com/lessons/iep-meeting-introduction/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Placement](https://www.theintentionaliep.com/lessons/placement/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Transition](https://www.theintentionaliep.com/lessons/transition/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Special Factors + Participation in Testing](https://www.theintentionaliep.com/lessons/special-factors-participation-in-testing/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Related Services](https://www.theintentionaliep.com/lessons/related-services/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Accommodations + Modifications](https://www.theintentionaliep.com/lessons/accommodations-modifications/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Objectives + Benchmarks](https://www.theintentionaliep.com/lessons/objectives-benchmarks/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [IEP Goals](https://www.theintentionaliep.com/lessons/iep-goals/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Present Levels](https://www.theintentionaliep.com/lessons/present-levels/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [IEP Writing Timelines](https://www.theintentionaliep.com/lessons/iep-writing-timelines/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Student Information](https://www.theintentionaliep.com/lessons/student-information/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [IEP Anatomy Introduction](https://www.theintentionaliep.com/lessons/iep-anatomy-introduction/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [IDEA + Timelines](https://www.theintentionaliep.com/lessons/idea-timelines/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [13 Disability Categories [BONUS]](https://www.theintentionaliep.com/lessons/13-disability-categories-bonus/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [The Referral Process [BONUS]](https://www.theintentionaliep.com/lessons/the-referral-process-bonus/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [The IEP Team](https://www.theintentionaliep.com/lessons/the-iep-team/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [IEP vs. 504 Plan](https://www.theintentionaliep.com/lessons/iep-vs-504-plan/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [What is an IEP?](https://www.theintentionaliep.com/lessons/what-is-an-iep/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [What is the IDEA?](https://www.theintentionaliep.com/lessons/what-is-the-idea/) - This video was added from our Writing Certification, if you would like to purchase the downloads mentioned, click here. - [Scheduling Your IEP Calendar for the Year](https://www.theintentionaliep.com/lessons/scheduling-your-iep-calendar-for-the-year/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • Step 10:49 • Step 21:46 • Step 3 Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Writing Timeline (blog post)IEP ToolkitIEP Binder - [IEPs and Class Schedules](https://www.theintentionaliep.com/lessons/ieps-and-class-schedules/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Braelan, Braelan’s Teaching Experience and Role at the IEP Table1:28 • Question 1: What parts of the IEP should we or can we use to help us build our classroom schedule?3:26 • Question 2: Once you have the information from your caseload, where do you - [Using IEPs to Write Class Schedules](https://www.theintentionaliep.com/lessons/using-ieps-to-write-class-schedules/) - 0:00• Stephanie: Welcome and Introductions0:42• What you need to begin2:31• Step #1 highlighting service minutes3:30• Step #2 service sticky notes4:15• Write student’s name and minutes5:06• Step #3 Excel chart demonstration15:03• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseRelated Resources:Service Documentation Sheets - [Implementation and Application of the IEP](https://www.theintentionaliep.com/lessons/implementation-and-application-of-the-iep/) - In part 1 of this chat, Cortnie and I talked about documenting a need in the IEP. We came up with a fictitious student J who needs help with self regulation. Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Cortnie, Cortnie’s Teaching Experience and Role at the IEP Table2:19 • Question 1: What - [Documenting Need in the IEP](https://www.theintentionaliep.com/lessons/documenting-need-in-the-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Cortnie, Cortnie’s Teaching Experience and Role at the IEP Table3:08 • Question 1: For the sake of examples, let’s make up a fictitious student who has a specific need.4:10 • Question 2: If you know a student has a specific need, like Jay, what is - [Eligibility and the First IEP](https://www.theintentionaliep.com/lessons/eligibility-and-the-first-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:16• Question 1: What does eligibility mean? And what does that process look like?5:48• Question 2: Why is the 1st IEP so much different than any subsequent IEP written?10:38 • Question 3: How can we, as - [IEPs in Prek](https://www.theintentionaliep.com/lessons/ieps-in-prek/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Rachel, Rachel’s Teaching Experience and Role at the IEP Table2:07 • Question 1: PreK are our babies, ages 3-4 and maybe 5, right? Typically, what services do PreK students receive?5:37 • Question 2: All IEPs have goals and objectives. What system have you found most - [Including Young Learners in the IEP](https://www.theintentionaliep.com/lessons/including-young-learners-in-the-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Sam, Sam’s Education Experience and Role at the IEP Table2:35 • Question 1: Do you think that a child can be too young to be a part of the IEP process?4:03 • Question 2: What does or what can including a child in the IEP - [Social Emotional for Littles](https://www.theintentionaliep.com/lessons/social-emotional-for-littles/) - • Stephanie: Welcome and Introductions• About Audra, Audra's Teaching Experience and Role at the IEP Table 1. What are social emotional skills and why do they need to be taught at this age? Why are they important? 2.What are your favorite social emotional skills to teach, and how do you teach them? 3.How are these - [Lesson](https://www.theintentionaliep.com/lessons/lesson-27/) - [Writing IEPs with Parents in Mind](https://www.theintentionaliep.com/lessons/writing-ieps-with-parents-in-mind/) - How do you incorporate a child’s parents throughout the IEP process… let’s start with the pre-IEP writing. How can a parent be involved in writing the actual IEP? If a teacher wanted to foster a more collaborative IEP process relationship with a family, what would you say is the first step? What should be done - [Parent Perspective on Deaf Ed](https://www.theintentionaliep.com/lessons/parent-perspective-on-deaf-ed/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:51 • About Mallory, Mallory’s Experience and Role at the IEP Table2:16 • Question 1: What has your experience been like at the IEP table?4:58 • Question 2: What is something that you feel has really changed the game for you, and maybe something that you recommend special - [Creating a Homeschool Schedule](https://www.theintentionaliep.com/lessons/creating-a-homeschool-schedule/) - • Stephanie: Welcome and Introductions• About Kori, Kori’s Teaching Experience and Role at the IEP Table•Tell us more about what a school program at home is, and why this may be an option for other neurodivergent families?• What does your school program at home look like?• How did you create this? Share all the details - [Parent Involvement](https://www.theintentionaliep.com/lessons/parent-involvement/) - [Parent Mentor](https://www.theintentionaliep.com/lessons/parent-mentor/) - • Stephanie: Welcome and Introductions• About April, April’s Teaching Experience and Role at the IEP Table•What is a parent mentor, and what is the role of a parent mentor•How is a parent mentor different from an advocate?•Is a parent mentor something that can be asked for at an IEP meeting and provided to the family - [Medical Add Ons in the IEP](https://www.theintentionaliep.com/lessons/medical-add-ons-in-the-iep/) - Stephanie: Welcome and Introduction Karaleigh Introduction Question 1: What are medical add ons in an IEP, and where do we find them written? Question 2: How do you write these medical add ons into an IEP? Question 3: How do you implement these? What about teacher training, etc? Question 4: Tell me a feel good - [Parent Perspective on Special Ed Services](https://www.theintentionaliep.com/lessons/parent-perspective-on-special-ed-services/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22 • About Aaron, Aaron’s Experience and Role at the IEP Table6:58 • Question 1: What has your experience been like at the IEP table?12:58 • Question 2: What is something that you feel has really changed the game for you, and maybe something that you recommend special - [One thing Parents Should Do with Dan](https://www.theintentionaliep.com/lessons/one-thing-parents-should-do-with-dan-2/) - • Stephanie: Welcome and Introductions• About Dan, Dan’s Teaching Experience and Role at the IEP Table• Question 1: Let’s just dive right in, what is the one shift that parents need to make after the last IEP? • Question 2: When making the shift, what’s the most important thing for parents to focus on? • Question - [Beyond Parent Input](https://www.theintentionaliep.com/lessons/beyond-parent-input/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:32 • About Jessica, Jessica’s Education Experience and Role at the IEP Table2:08 • Question 1: What is a parent input statement? And why is it important to have parent involvement beyond this statement?5:31 • Question 2: How can parents advocate for their child? How can teachers help - [Draft IEP with Heather](https://www.theintentionaliep.com/lessons/draft-iep-with-heather-3/) - -Stephanie: Welcome and Introduction -Heather Introduction -What is a draft IEP and why is it important? -What section(s) of the IEP should be sent home in the draft and why? -What does sending home the draft IEP process look like for you? What is your “IEP Writing Timeline”? - At what point do you feel - [Parent + Student Perspective with Audra + Isaak](https://www.theintentionaliep.com/lessons/parent-student-perspective-with-audra-isaak/) - • Stephanie: Welcome and Introductions• About Audra, Audra’s Teaching Experience and Role at the IEP Table• What has your experience been like at the IEP table?• What is something that you feel has really changed the game for you, and maybe something that you recommend special education teachers do more of?• How can special education - [Parenting and IEPs](https://www.theintentionaliep.com/lessons/parenting-and-ieps/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Kate, Kate’s Role at the IEP Table3:28• Question 1: What has your experience been like at the IEP table?6:29• Question 2: What is something that you feel has really changed the game for you, and maybe something that you recommend special education teachers do more - [Parent Input on the IEP](https://www.theintentionaliep.com/lessons/parent-input-on-the-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:33 • About Catherine, Catherine’s Teaching Experience and Role at the IEP Table2:52 • Question 1: When should teachers begin communicating with a child’s parents/guardians? What could this look like?6:13 • Question 2: Before an IEP meeting, what can teachers do to ensure a parent is involved in - [Parent Perspective with Jessica](https://www.theintentionaliep.com/lessons/parent-perspective-with-jessica/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Jessica, Jessica’s experience with special education services as a parent and role at the IEP Table4:18 • Question 1: What has your experience been like at the IEP table?9:17 • Question 2: What is something that you feel has really changed the game for you, - [Parent Perspective with Audra + Sami](https://www.theintentionaliep.com/lessons/parent-perspective-with-audra-sami/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:26 • About Audra and Sami, Teaching Experience and Role at the IEP Table8:32• Question 1: What has your experience been like at the IEP table?17:01 • Question 2: What is something that you feel has really changed the game for you, and maybe something that you recommend - [Getting Families Involved in the IEP Process](https://www.theintentionaliep.com/lessons/getting-families-involved-in-the-iep-process/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:13 • About Allie, Allie’s Teaching Experience and Role at the IEP Table1:13 • Question 1: At what point in the IEP writing process should a teacher or service provider include the family?3:44 • Question 2: How can special education teachers, and IEP Teams, help improve the IEP - [Helping Parents Understand Their Rights](https://www.theintentionaliep.com/lessons/helping-parents-understand-their-rights/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31• About Jade, Jade’s Teaching Experience and Role at the IEP Table0:45• Question 1: Let’s jump right in! What rights DO parents have under IDEA law?11:02• Question 2: What are some ways we can help parents understand their rights?13:00 • Question 3: What are some, maybe, small things - [Parent Relationships](https://www.theintentionaliep.com/lessons/parent-relationships/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:24• Question 1: Share your top 3-4 tips for building positive relationships with families?6:16 • Question 2: What strategies or tips do you have for working with parents who don’t respond or don’t show up for - [Parent Communication](https://www.theintentionaliep.com/lessons/parent-communication/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:25 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:22 • Question 1: How can we as teachers build rapport before the IEP meeting, so that parents feel more at ease when it comes time for the IEP meeting?4:42 • Question 2: How do you - [Parent Input](https://www.theintentionaliep.com/lessons/parent-input/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Sri, Sri’s Teaching Experience and Role at the IEP Table1:09• Question 1: What is parent input? And why is parent input so important in the IEP writing process?1:52• Question 2: How can teachers write the parent input? Is this the same as teachers sending home - [Advocate + Parent Perspective on Draft IEPs](https://www.theintentionaliep.com/lessons/advocate-parent-perspective-on-draft-ieps/) - [Student Participation in the IEP](https://www.theintentionaliep.com/lessons/student-participation-in-the-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Maureen, Maureen’s Teaching Experience and Role at the IEP Table2:30 • Question 1: Where do you start? What is the first step for having students participate in their own IEP process?7:27 • Question 2: How do you have nonverbal students or students with high communication - [Promoting Self-Advocacy](https://www.theintentionaliep.com/lessons/promoting-self-advocacy/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27• About Becca, Becca’s Teaching Experience and Role at the IEP Table1:44 • Question 1: What is or are the benefits of promoting self advocacy within an IEP? And where in the IEP will we find or put this information?7:23 • Question 2: How would you recommend using - [Growth Mindset](https://www.theintentionaliep.com/lessons/growth-mindset/) - • Stephanie: Welcome and Introductions• Zoie Introduction • What is a growth mindset and what are some examples of growth mindset?• Why is it important for students to have this type of mindset? (or anyone)• How can we help students develop a growth mindset?• What suggestions do you have for a student who maybe is struggling - [Student Led IEPs](https://www.theintentionaliep.com/lessons/student-led-ieps/) - Where to Find Liz:Facebook | TPT - [Transitioning from Elementary to Middle School](https://www.theintentionaliep.com/lessons/transitioning-from-elementary-to-middle-school/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:37• About Jessica, Jessica’s Teaching Experience and Role at the IEP Table2:18• Question 1: How do you recommend reaching out and collaborating with the next year’s teacher?4:46• Question 2: How do you find out what the changes are from the child’s current school to next year’s school?11:36• Question - [Group Planning for Diploma Track](https://www.theintentionaliep.com/lessons/group-planning-for-diploma-track/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:26• About Nikki, Nikki’s Teaching Experience and Role at the IEP Table1:39• Question 1: What does it mean for a student to be on a “standard diploma track”?2:28• Question 2: How does this affect lesson planning for the teacher?4:46• Question 3: What does group planning for IEP goals - [Middle School to High School Transition](https://www.theintentionaliep.com/lessons/middle-school-to-high-school-transition/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22 • About Kearstin, Kearstin’s Teaching Experience and Role at the IEP Table1:22• Question 1: What makes writing IEPs for older students different than writing IEPs for elementary-aged students?5:12 • Question 2: What should a special education teacher keep in mind when writing IEPs for older students?9:55 • - [Student Vision Statement](https://www.theintentionaliep.com/lessons/student-vision-statement/) - [Post Secondary Goals](https://www.theintentionaliep.com/lessons/post-secondary-goals/) - • Stephanie: Welcome and Introductions• About Peter, Peter's Teaching Experience and Role at the IEP Table Let’s make sure we’re all on the same page. What grade levels does post-secondary include? And what types of goals or activities might we be writing for students at this age? Where in an IEP will we find or - [Parent + Student Transition After High School](https://www.theintentionaliep.com/lessons/parent-student-transition-after-high-school/) - • Stephanie: Welcome and Introductions• About Alexis, Alexis's Teaching Experience and Role at the IEP Table What are a student’s options for life after high school (work, community, school, etc)?How can teachers guide students to figuring out what they want to do after high school? And is this part of a child’s transition plan?How can - [The Exit IEP](https://www.theintentionaliep.com/lessons/the-exit-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:19 • About Fiona, Fiona’s Teaching Experience and Role at the IEP Table1:00 • Question 1: What is an Exit IEP? And what is the purpose of an Exit IEP?3:04 • Question 2: How does the Exit IEP section differ from the Transition section? Is it all in - [High School Self Contained Class Schedule](https://www.theintentionaliep.com/lessons/high-school-self-contained-class-schedule/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31 • About Kearstin, Kearstin’s Teaching Experience and Role at the IEP Table1:04 • Question 1: How do you write your self contained classroom schedule? And how often do you have to update it?4:06 • Question 2: What does your daily schedule look like? Do you put specific - [Student Led IEPs in High School](https://www.theintentionaliep.com/lessons/student-led-ieps-in-high-school/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • About Bridgette, Bridgette’s Teaching Experience and Role at the IEP Table3:50 • Question 1: What are student led IEPs?7:37 • Question 2: How do you explain an IEP to a student?11:49 • Question 3: How does a student led IEP look prior to the IEP meeting? - [Transitioning from Middle School to High School](https://www.theintentionaliep.com/lessons/transitioning-from-middle-school-to-high-school/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22 • About Kearstin, Kearstin’s Teaching Experience and Role at the IEP Table1:22• Question 1: What makes writing IEPs for older students different than writing IEPs for elementary-aged students?5:12 • Question 2: What should a special education teacher keep in mind when writing IEPs for older students?9:55 • - [Transition After Graduation](https://www.theintentionaliep.com/lessons/transition-after-graduation/) - [Transition with Jenn](https://www.theintentionaliep.com/lessons/transition-with-jenn/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Jenn, Jenn’s Education Experience and Role at the IEP Table1:34 • Question 1: What are the different parts of a transition plan?5:01 • Question 2: What do the beginning stages of writing a transition plan look like for you?9:28 • Question 3: How do you - [Transition with Heather](https://www.theintentionaliep.com/lessons/transition-with-heather/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Heather, Heather’s Teaching Experience and Role at the IEP Table0:58• Question 1: What is transition and when does it occur (age/grade)? 2:42• Question 2: What are the different parts of a transition plan?3:20 • Question 3: How do you plan and involve the student and their - [Transition Goal Writing](https://www.theintentionaliep.com/lessons/transition-goal-writing/) - 0:00 • Stephanie: Welcome and Introductions0:18 • About Laine, Laine’s Teaching Experience and Role at the IEP Table1:15• Question 1: Let’s talk basics first before we dive in. Why is transition planning important?2:09 • Question 2: What is the transition section of an IEP? When do special education teachers need to start thinking about this - [Future Planning](https://www.theintentionaliep.com/lessons/future-planning/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Melinda, Melinda’s Education Experience and Role at the IEP Table0:42 • Question 1: What is future planning and why is it important to keep in mind when writing IEPs?2:30• Question 2: How do you involve the student in future planning? 5:46• Question 3: What about the - [IEPs in College](https://www.theintentionaliep.com/lessons/ieps-in-college/) - Let’s start with the basic differences between what services and supports are provided in PreK-12 versus college. What are the similarities or biggest differences? In our talks before this chat, you mentioned FERPA. What is it and does it make things easier or harder for professors at the college level to provide supports to students? - [Helping Disabled Students Transition to College](https://www.theintentionaliep.com/lessons/helping-disabled-students-transition-to-college/) - • Stephanie: Welcome and Introductions• Dan Introduction • Why is the college transition such a pivotal moment in a student’s life?• How can we help a student successfully transition – and plan for the transition – to college?• When should an IEP team step, or teacher or parent, begin preparing the child for the college transition? - [Transition IEP Goals](https://www.theintentionaliep.com/lessons/transition-iep-goals/) - 0:00 • Stephanie: Welcome and Introductions0:18 • About Laine, Laine’s Teaching Experience and Role at the IEP Table1:15• Question 1: Let’s talk basics first before we dive in. Why is transition planning important?2:09 • Question 2: What is the transition section of an IEP? When do special education teachers need to start thinking about this - [Writing IEP Goals](https://www.theintentionaliep.com/lessons/writing-iep-goals/) - [SDI for Skill Deficits](https://www.theintentionaliep.com/lessons/sdi-for-skill-deficits/) - Where to Find DJ: inclusiveology.com | Facebook | LinkedIn - [Standards Aligned Goals](https://www.theintentionaliep.com/lessons/standards-aligned-goals/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:16 • About Laura, Laura’s Teaching Experience and Role at the IEP Table1:57• Question 1: As a short refresher, how do we determine what IEP goals to write?2:56 • Question 2: I think the big question here now is HOW… how do we align IEP goals to state - [Math Goals](https://www.theintentionaliep.com/lessons/math-goals/) - • Stephanie: Welcome and Introductions• About Naomi, Naomi's Teaching Experience and Role at the IEP Table What all goes into an IEP goal? And why are IEP goals so important? What information do you need in the Present Levels before you begin writing a math IEP goal? How do you know what math IEP goals - [Difference Between IEP Goal Objectives and Benchmarks](https://www.theintentionaliep.com/lessons/difference-between-iep-goal-objectives-and-benchmarks/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-25/) - [When a Child Masters an IEP Goal with Stephanie](https://www.theintentionaliep.com/lessons/when-a-child-masters-an-iep-goal-with-stephanie-2/) - • Stephanie: Welcome and IntroductionsRelated Resources: Amendment TrainingWriting IEP Goals TrainingIEP Writing CourseData Collection Course - [How to Write IEP Goals for Skill Gaps with Stephanie](https://www.theintentionaliep.com/lessons/how-to-write-iep-goals-for-skill-gaps-with-stephanie-3/) - • Stephanie: Welcome and Introductions Related Resources:IEP MatrixPresent Levels Training - [IEP Goals](https://www.theintentionaliep.com/lessons/iep-goals-2/) - [Social Emotional IEP Goals](https://www.theintentionaliep.com/lessons/social-emotional-iep-goals/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Casey, Casey’s role at the IEP Table1:14• Question 1: Where in an IEP will we find more information about why a student has social-emotional IEP goals?2:21• Question 2: If a special education teacher feels that a student is in need of a social-emotional IEP goal, - [IEP Matrix](https://www.theintentionaliep.com/lessons/iep-matrix/) - 0:00• Stephanie: Welcome and Introductions0:55• The Why Behind the Matrix2:35• The Standards4:43• Making it Work in Your Classrooms7:05• How to Use It14:35• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course | The Matrix - [IEP Goal Mastery Criterion](https://www.theintentionaliep.com/lessons/iep-goal-mastery-criterion/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Cassie, Cassie’s Teaching Experience and Role at the IEP Table3:11 • Question 1: Before we get into mastery criterion, let’s talk about the different parts of an IEP goal. We know that IEP Goals have to be SMART: specific, measurable, attainable, results-oriented, and time-bound. What - [IEP Goals for Alternative Assessments](https://www.theintentionaliep.com/lessons/iep-goals-for-alternative-assessments/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Katelyn, Katelyn’s Teaching Experience and Role at the IEP Table1:16• Question 1: Before we dive in, let’s briefly chat about the what. What is a standards-based IEP goal? And what does alternative assessment mean?3:13 • Question 2: Where do we start when writing standards-based IEP - [Transitioning to Functional Goals](https://www.theintentionaliep.com/lessons/transitioning-to-functional-goals/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Fiona, Fiona’s Teaching Experience and Role at the IEP Table1:15 • Question 1: What are functional skills?2:14 • Question 2: When do you know it’s time to make this switch from academic to functional IEP goals? Is there a set time or age? What do - [Choosing IEP Goals](https://www.theintentionaliep.com/lessons/choosing-iep-goals/) - 0:00 • Stephanie: Welcome and Introductions0:18 • About Hannah, Hannah’s Teaching Experience and Role at the IEP Table2:37• Question 1: Where do you even start when it’s time to choose IEP goals? What is the first step?6:33 • Question 2: What are some things we need to consider when it comes to choosing IEP goals?10:36 - [Choosing Behavior IEP Goals](https://www.theintentionaliep.com/lessons/choosing-behavior-iep-goals/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Cassie, Cassie’s Teaching Experience and Role at the IEP Table1:11 • Question 1: In our last chat, we talked about behavior plans and you shared with everyone how the FBA aligns all the way through to the IEP goals. Can we refresh all of our - [Aligning Goals to Standards](https://www.theintentionaliep.com/lessons/aligning-goals-to-standards/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:30 • About Rebekah, Rebekah’s Teaching Experience and Role at the IEP Table1:57• Question 1: Before we talk about aligning IEP goals to standards, let’s chat briefly about IEP goals. Do you use a specific IEP goal writing template?3:22 • Question 2: What is the first step in - [Aligning IEP Goals to Standards](https://www.theintentionaliep.com/lessons/aligning-iep-goals-to-standards/) - 0:00• Stephanie: Welcome and Introductions1:05• How do we start with standards?1:48• Aligning standards3:00• Goals, examples and demonstration10:12• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Matrix - [Reverse Planning for IEP Goals](https://www.theintentionaliep.com/lessons/reverse-planning-for-iep-goals/) - 0:00• Stephanie: Welcome and Introductions1:28• Step 1: Data and Present Levels3:35• Step 2: Grade Level Standards4:19• Step 3 : Prerequisite Skills5:59• Step 4: Work Backwards8:16• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseRelated Resources:IEP Matrix | IEP Toolkit - [Collaborating with the IEP Team](https://www.theintentionaliep.com/lessons/collaborating-with-the-iep-team/) - 0:00• Stephanie + Tim : Welcome and Introductions0:16• What is an IEP Season? 1:57• The IEP Team5:53• IEP Goals and Two Important Questions to Ask9:30• Tim’s Five Steps26:51• Data and The IEP Table35:50• Question and Answers44:26• Closing and Where to Find Stephanie and Tim Where to Find Tim:Facebook| Instagram | Website | Membership Where to Find Stephanie:Instagram | Facebook | The Intentional IEP - [Progress Monitoring + Fading Supports](https://www.theintentionaliep.com/lessons/progress-monitoring-fading-supports/) - 0:00• Stephanie + Tim : Welcome and Introductions4:39• Five W’s of Data Collection13:32 • Baseline Data17:02• Accomodations+Modifications Finding the Just Right42:18• Documenting Service Minutes53:14• Question and Answer Where to Find Tim:Facebook| Instagram | Website | Membership Where to Find Stephanie:Instagram | Facebook | The Intentional IEP - [State Standard Alignment + Testing](https://www.theintentionaliep.com/lessons/state-standard-alignment-testing/) - 0:00• Stephanie + Tim : Welcome and Introductions1:17• Tim’s recap of accommodations+modifications10:10• Grade level standards13:44• Using the IEP Matrix26:18• Testing accommodations37:35• Questions and Answers51:08• Closing and Where to Find Stephanie + Tim Where to Find Tim:Facebook| Instagram | Website | Membership Where to Find Stephanie:Instagram | Facebook | The Intentional IEP Related Resources:IEP Matrix - [Criteria, Measurement, + Prevalence, OH MY!](https://www.theintentionaliep.com/lessons/criteria-measurement-prevalence-oh-my/) - 0:00• Stephanie + Tim: Welcome and Introductions4:51• Choosing Goal Criteria17:48• Accommodations + modifications: the criteria measurement and prevalence of them27:58• Questions + Answers59:03• Closing and Where to Find Stephanie + Tim Where to Find Tim:Facebook| Instagram | Website | Membership Where to Find Stephanie:Instagram | Facebook | The Intentional IEP - [IEP Goal and Accommodations Intro](https://www.theintentionaliep.com/lessons/iep-goal-and-accommodations-intro/) - Find It Quickly:0:00 • Stephanie + Tim : Welcome and Introductions4:07 • IEP Goals13:25• Accommodations + Modifications26:21 • Question + Answers38:16 • Thank you, and where viewers can find Stephanie and Tim Where to Find Tim:Facebook| Instagram | Website | Membership Where to Find Stephanie:Instagram | Facebook | The Intentional IEP - [SDI](https://www.theintentionaliep.com/lessons/sdi/) - • Stephanie: Welcome and Introductions• Robin Introduction •What is Specifically Designed Instruction? And what does it mean? Why is SDI important?•Does SDI look the same for each student? How do you know what to pick or choose or design? Fill us in!•How does SDI align with an IEP, or what does it have to do with - [Read Aloud Accommodations](https://www.theintentionaliep.com/lessons/read-aloud-accommodations/) - • Stephanie: Welcome and Introductions• About Jenna, Jenna's Teaching Experience and Role at the IEP Table Questions:1. How do you know if a “read aloud” accommodation might be best suited for a student?2. What might this accommodation look like?3. How do you get the Gen Ed teacher on board with providing this accommodation?4. What is - [Real World Accommodations](https://www.theintentionaliep.com/lessons/real-world-accommodations/) - What is an accommodation and where in the IEP can we find a child’s accommodations? How do you determine what accommodations a student needs? What does it mean to have “real world accommodations”? And how do you choose these? Do these align with real world IEP goals? Once you’ve chosen an accommodation, how do you - [Clarifying Accommodations + Modifications](https://www.theintentionaliep.com/lessons/clarifying-accommodations-modifications/) - • Stephanie: Welcome and Introductions• Shelley Introduction •What are accommodations and what are modifications? •Where in the IEP will we find these written into the IEP? •How can special education teachers help the rest of the IEP team implement these supports? •Does a student need to have an IEP to receive accommodations and/or modifications? •What - [Accommodations for ADHD and Autism with Jess B.](https://www.theintentionaliep.com/lessons/accommodations-for-adhd-and-autism-with-jess-b-3/) - • Stephanie: Welcome and Introductions• About Jessica, Jessica’s Teaching Experience and Role at the IEP Table• Question 1: Remind us what an accommodation is, and where in an IEP we will find this information.• Question 2: What are some common accommodations that are helpful for autistic / ADHD students?• Question 3: What should a team - [General Ed Collaboration in Choosing Accommodations + Modifications](https://www.theintentionaliep.com/lessons/general-ed-collaboration-in-choosing-accommodations-modifications/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • About Tim, Tim’s experience in special education and role at the IEP Table1:31 • Question 1: Let’s start with the basics before diving head first… what are the purpose of individualized student supports? And what does it have to do with IEPs?4:23 • Question 2: Where - [Accommodations and Modifications with Tim](https://www.theintentionaliep.com/lessons/accommodations-and-modifications-with-tim/) - Where to Find Tim:Website | Facebook | Instagram - [Unique Accommodations and Modifications for Student Success](https://www.theintentionaliep.com/lessons/unique-accommodations-and-modifications-for-student-success/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Jade, Jade’s Teaching Experience and Role at the IEP Table2:25• Question 1: Before we dive in, let’s remind everyone about the difference between accommodations and modifications.4:16 • Question 2: Where in an IEP can we find these accommodations and modifications? Is there just one section - [Connection with Behaviors and Insufficient Supports](https://www.theintentionaliep.com/lessons/connection-with-behaviors-and-insufficient-supports/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • About Tim, Tim’s Teaching Experience and Role at the IEP Table01:11• Question 1: How do you even know that student behavior is connected to insufficient supports? Are there tell tale signs? Fill us in!03:43• Question 2: How can IEP teams collect data on the insufficient supports? - [Autism and Communication](https://www.theintentionaliep.com/lessons/autism-and-communication/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:16 • About Tara, Tara’s Teaching Experience and Role at the IEP Table1:38• Question 1: Before we talk about implementing an IEP, will you share with us where in the IEP we will be able to find a student’s communication needs?4:19 • Question 2: What are the different - [Multimodal Forms of Communication](https://www.theintentionaliep.com/lessons/multimodal-forms-of-communication/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Danielle, Danielle’s Teaching Experience and Role at the IEP Table1:37• Question 1: Let’s start with the basics… what are multimodal forms of communication? And what does that mean? Fill us in!2:39 • Question 2: What do special education teachers need to know about multimodal forms - [AAC in the IEP](https://www.theintentionaliep.com/lessons/aac-in-the-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22 • About Jodi, Jodi’s Teaching Experience and Role at the IEP Table2:02 • Question 1: What is AAC? What are the different types of AAC devices, and what are they used for?3:52 • Question 2: How do we know if a student needs an AAC device? And - [Lesson](https://www.theintentionaliep.com/lessons/lesson-26/) - [Behavior Strategies](https://www.theintentionaliep.com/lessons/behavior-strategies/) - What are behavior strategies and why are they important? Where in the IEP might we find these behavior strategies or supports? Or where would we write these into the IEP? What are your top 3-5 behavior strategies? How/why do they work? How can special education teachers help the rest of the IEP team implement behavior - [Behavior Data Collection](https://www.theintentionaliep.com/lessons/behavior-data-collection-2/) - 0:00 • Stephanie: Welcome and Introductions0:22 • About Meghan, Meghan’s Teaching Experience and Role at the IEP Table2:53 • Question 1: How do you take data on behaviors? Do you use one method?7:51 • Question 2: How do you determine your data collection method?9:29 • Question 3: How often do you collect data on behaviors? - [Classroom Behaviors](https://www.theintentionaliep.com/lessons/classroom-behaviors/) - • Stephanie: Welcome and Introductions• About Cindy, Cindy’s Teaching Experience and Role at the IEP TableToday we are going to talk about the top 5 common classroom behaviors, and strategies to help our students through these moments. Refusal to complete work - what is it, what might it look like, and what can we do? - [Choosing Behavior Goals](https://www.theintentionaliep.com/lessons/choosing-behavior-goals/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Cassie, Cassie’s Teaching Experience and Role at the IEP Table1:11 • Question 1: In our last chat, we talked about behavior plans and you shared with everyone how the FBA aligns all the way through to the IEP goals. Can we refresh all of our - [Behavior 101](https://www.theintentionaliep.com/lessons/behavior-101/) - • Stephanie: Welcome and Introductions• About Brandie, Brandie’s Teaching Experience and Role at the IEP Table• Question 1: Dealing with student behaviors is one of the biggest challenges classroom teachers are faced with. Can you share with us maybe 2 strategies for dealing with defiant behaviors?• Question 2: What advice do you have for a - [Behavior Supports](https://www.theintentionaliep.com/lessons/behavior-supports/) - • Stephanie: Welcome and Introductions• About Sarah, Sarah’s Teaching Experience and Role at the IEP Table• Question 1: What are behavioral supports, and where/how are they written into an IEP?• Question 2: What are 4-5 examples of behavioral supports? And how are they used?• Question 3: What supports do you recommend for defiance or refusal - [Ethical Restraints](https://www.theintentionaliep.com/lessons/ethical-restraints/) - • Stephanie: Welcome and Introductions• About Becca, Becca’s Teaching Experience and Role at the IEP Table• Question 1: What is physical management? • Question 2: Why do we need to have/use physical interventions? • Question 3: How do you practice ethical physical management? (Only in emergencies and documentation + review practices) • Question 4: Why is documentation so - [Standards-Aligned IEP Goals](https://www.theintentionaliep.com/lessons/standards-aligned-iep-goals/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:16 • About Laura, Laura’s Teaching Experience and Role at the IEP Table1:57• Question 1: As a short refresher, how do we determine what IEP goals to write?2:56 • Question 2: I think the big question here now is HOW… how do we align IEP goals to state - [Behaviors and the IEP](https://www.theintentionaliep.com/lessons/behaviors-and-the-iep/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Carla, Carla’s Teaching Experience and Role at the IEP Table1:25• Question 1: Where in the IEP might we find information about a student’s behaviors? Is there only place this information should be?3:54• Question 2: Is all behavior written into the IEP in the same way?6:32 - [Adding in Sensory Supports](https://www.theintentionaliep.com/lessons/adding-in-sensory-supports/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Samantha, Samantha’s Teaching Experience and Role at the IEP Table1:29 • Question 1: What are sensory supports? And who might need these types of supports?3:55 • Question 2: Where in the IEP will we find and/or enter this information into the IEP?7:13 • Question 3: - [Function of Sensory Tools](https://www.theintentionaliep.com/lessons/function-of-sensory-tools/) - Where to Find Sarah:Instagram - [Aligning Present Levels and Goals to the BIP/FBA](https://www.theintentionaliep.com/lessons/aligning-present-levels-and-goals-to-the-bip-fba/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Cassie, Cassie’s Teaching Experience and Role at the IEP Table1:36 • Question 1: How do you know when a student needs a behavior plan? And what do you do if you believe a student would benefit from a behavior plan?3:22 • Question 2: What needs - [Self-Regulation](https://www.theintentionaliep.com/lessons/self-regulation/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Sri, Sri’s Teaching Experience and Role at the IEP Table0:51• Question 1: What is self-regulation?1:59• Question 2: How can we help children with self regulation?10:37• Question 3: How can we write all of this into the IEP? They would go into the accommodations part of - [FBAs](https://www.theintentionaliep.com/lessons/fbas/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:26 • About Stacy, Stacy’s Teaching Experience and Role at the IEP Table1:37 • Question 1: Let’s start at the very beginning and briefly cover the basics… what is an FBA, why do we do FBAs, and who essentially does/writes the FBA?4:12 • Question 2: How do you - [All Things Behavior with Julina](https://www.theintentionaliep.com/lessons/all-things-behavior-with-julian/) - 0:00 - Stephanie: Welcome and Introductions 0: 21 - About Julina, Julina’s Teaching Experience and Role at the IEP Table 2:11 - Question 1: Why is it important to be aware of student behaviors? Why is behavior a form of communication? 6:32 - Question 2: How do we, as teachers or an IEP team as - [Child Focused Behavior Plans](https://www.theintentionaliep.com/lessons/child-focused-behavior-plans/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:15 • About Jessica, Jessica’s Teaching Experience and Role at the IEP Table1:00 • Question 1: What is a behavior plan? And where in the IEP will we find this information?4:14 • Question 2: Do all behavior plans stem from an official FBA?5:52 • Question 3: How can - [Behavior Plans](https://www.theintentionaliep.com/lessons/behavior-plans/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:14 • About Allie, Allie’s Teaching Experience and Role at the IEP Table1:06 • Question 1: Before we talk about behavior plans, can you tell us what a behavior plan is and why a student may need one?2:22 • Question 2: First step in setting a student up - [Collecting Data on Behavior](https://www.theintentionaliep.com/lessons/collecting-data-on-behavior/) - Stephanie: Welcome and Introduction Abby Introduction What are some of your favorite, tried and true ways to collect behavior on data goals? How often are you collecting data on behaviors? When or how often should you be analyzing the data, and how do you use this data to write new behavior goals or a new - [Accommodations and Behavior Plans](https://www.theintentionaliep.com/lessons/accommodations-and-behavior-plans/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Abbey, Abbey’s Teaching Experience and Role at the IEP Table1:08• Question 1: What’s a behavior plan? And what are accommodations?1:37• Question 2: What do accommodations have to do with behavior plans?2:14• Question 3: Where in the IEP will we find all of this information?5:43• Question - [Evaluation Results to Drive the IEP](https://www.theintentionaliep.com/lessons/evaluation-results-to-drive-the-iep/) - [Communicating IEP Goals to Gen Ed](https://www.theintentionaliep.com/lessons/communicating-iep-goals-to-gen-ed/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:35 • About Liz, Liz’s Teaching Experience and Role at the IEP Table3:31• Question 1: Why is it important for us to collaborate on IEP goals with other IEP team members?6:39• Question 2: What might this communication look like before an IEP meeting?16:03 • Question 3: How do - [Co Teaching with Jess R](https://www.theintentionaliep.com/lessons/co-teaching-with-jess-r/) - • Stephanie: Welcome and Introduction • About Jess, Jess’s Teaching Experience and Role at the IEP Table • Question 1: What are the different co-teaching models? And will a team of co-teachers use only one model and that’s it? Or is it more fluid? • Question 2: What are the roles and/or expectations of each - [Co Teaching with Canissa](https://www.theintentionaliep.com/lessons/co-teaching-with-canissa/) - • Stephanie: Welcome and Introductions• About Canissa, Carissa’s Teaching Experience and Role at the IEP Table• Question 1: What is co-teaching and what are the different models of co-teaching?• Question 2: What does co-teaching look like for you, and how do you make it work?• Question 3: How do you handle a situation where a - [Gen Ed Collaboration with Jenna C](https://www.theintentionaliep.com/lessons/gen-ed-collaboration-with-jenna-c-2/) - • Stephanie: Welcome and Introductions• About Jenna, Jenna’s Teaching Experience and Role at the IEP Table• Question 1: What are some things, outside of IEP writing, that special education teachers are expected to do that Gen Ed teachers don’t do?• Question 2: How can we help our general Ed peers understand our role?• Question 3: - [Engaging Gen Ed Teachers in Supports in the Inclusion Setting](https://www.theintentionaliep.com/lessons/engaging-gen-ed-teachers-in-supports-in-the-inclusion-setting/) - [Explaining to IEPs to Gen Ed](https://www.theintentionaliep.com/lessons/explaining-to-ieps-to-gen-ed/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions1:09 • Sample IEP2:19 • Step 13:43 • Where to Start: Present Levels4:41 • IEP Goals5:26 • Supports and Services6:28 • Related Services7:04 • Accommodations and Modifications9:17 • Training Summary11:27 • Thank you! Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Writing Timeline (blog post)Difference Between IEP Objectives and - [IEP Snapshot - Collab with Gen Ed to Implement IEP](https://www.theintentionaliep.com/lessons/iep-snapshot-collab-with-gen-ed-to-implement-iep/) - • Stephanie: Welcome and Introductions• Introduction to IEP Snapshot• Why Use an IEP Snapshot• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Recommended Resources:IEP Snapshot Bundle | IEP Snapshot - [Effective IEP Inclusion for Students with Multiple Disabilities](https://www.theintentionaliep.com/lessons/effective-iep-inclusion-for-students-with-multiple-disabilities-2/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22• About Nicolette, Nicolette’s Teaching Experience and Role at the IEP Table1:29• Question 1: What does it mean for a student to have multiple disabilities? And how or where can we find this information in an IEP?3:04• Question 2: How do we know if inclusion is the LRE - [General Ed Collaboration](https://www.theintentionaliep.com/lessons/general-ed-collaboration/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Jenn, Jenn’s experience in special education and role at the IEP Table1:35 • Question 1: How do you and your gen ed teacher peers collaborate?4:09 • Question 2: What has helped you the most in terms of supporting your students with IEPs in the gen - [Inclusion + Two Tier](https://www.theintentionaliep.com/lessons/inclusion-two-tier/) - • Stephanie: Welcome and Introductions• About Tim, Tim's Teaching Experience and Role at the IEP Table What is inclusion? And really, what is not inclusion? Tell us more about these two simple tiers… What types of things do you do to support a child through their needs? What does this look like? And what about - [Inclusion VS Mainstreaming](https://www.theintentionaliep.com/lessons/inclusion-vs-mainstreaming/) - 0:00• Stephanie: Welcome and Introductions0:34• Inclusion0:59• Mainstreaming1:52• Difference between the two3:49• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course - [Co Teaching](https://www.theintentionaliep.com/lessons/co-teaching/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Ashley, Ashley’s Teaching Experience and Role at the IEP Table3:11• Question 1: Explain what co-teaching is and what that looks like for you as the special education teacher.9:08• Question 2: How do you make sure the needs of your students with IEPs are being met? - [General Ed Collaboration in Inclusion](https://www.theintentionaliep.com/lessons/general-ed-collaboration-in-inclusion/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Aly, Aly’s Teaching Experience and Role at the IEP Table1:11 • Question 1: How do you and your special ed teacher peers collaborate?5:14 • Question 2: What has helped you the most in terms of supporting your students with IEPs in the gen ed classroom?10:19 - [Effective IEP Inclusion for Students with Multiple Disabilities](https://www.theintentionaliep.com/lessons/effective-iep-inclusion-for-students-with-multiple-disabilities/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-23/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-24/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-22/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-20/) - [Meeting the Needs of All Students](https://www.theintentionaliep.com/lessons/meeting-the-needs-of-all-students/) - Let’s start at the beginning. What’s the best way to determine the “levels” of where the student is performing, and what supports are needed? Here’s the million dollar question: How do you meet the needs of all of your students? How do you lesson plan for all of the different needs within your classroom? What - [Evaluation Request Letter](https://www.theintentionaliep.com/lessons/evaluation-request-letter/) - What is an evaluation request letter and when might an IEP team see one? What are a few key points that need to be in the letter? Why is it important for the letter to be in writing and not just a verbal request? What is your best piece of advice for teachers helping parents - [Three Things Every Child Should Know About Their Disability](https://www.theintentionaliep.com/lessons/three-things-every-child-should-know-about-their-disability/) - Find It Quickly:• Stephanie: Welcome and Introductions• About Dan, Dans’s experience in special education and role at the IEP Table• Question 1: What are the 3 things every student should know about their disability?• Question 2: How can teachers (and parents!) help their child learn more about a disability?• Question 3: What advice do you - [Sensory Breaks with Sarah](https://www.theintentionaliep.com/lessons/sensory-breaks-with-sarah-3/) - • Stephanie: Welcome and Introductions• About Sarah, Sarah’s Teaching Experience and Role at the IEP Table• Question 1: What is a sensory break or exercise?• Question 2: What are your favorite 3-5 sensory breaks or exercises to help students with emotional regulation?• Question 3: How often do you do these? And what does it look - [Creating a Resource Room Schedule](https://www.theintentionaliep.com/lessons/creating-a-resource-room-schedule/) - • Stephanie: Welcome and Introductions• About Whitney, Whitney’s Teaching Experience and Role at the IEP Table• Question 1: How do you build your classroom schedule as a resource teacher? And how do you use student IEPs to do this? • Question 2: How do you use your class schedule to structure and run your resource classroom?• - [Sensory Integrations with Kori](https://www.theintentionaliep.com/lessons/sensory-integrations-with-kori-3/) - • Stephanie: Welcome and Introductions• About Kori, Kori’s Teaching Experience and Role at the IEP Table• Question 1: What are sensory strategies? What does that mean? Let’s start at the beginning.• Question 2: Why is integrating sensory supports so beneficial for our students?• Question 3: What are your favorite sensory strategies that anyone can implement?• - [Staying Organized](https://www.theintentionaliep.com/lessons/staying-organized/) - • Stephanie: Welcome and Introductions• About Whitney, Whitney’s Teaching Experience and Role at the IEP Table• Question 1: How do you stay organized as a resource teacher? What have you found that works best for you? • Question 2: How do you manage getting all student minutes in, and also working on IEP goals?• Question 3: - [Executive Functioning](https://www.theintentionaliep.com/lessons/executive-functioning/) - • Stephanie: Welcome and Introductions• About Shannon, Shannons’s Teaching Experience and Role at the IEP Table• Question 1: What are executive function skills, and why are they important?• Question 2: Where in an IEP will we find this information, and how do we write these supports into an IEP?• Question 3: What are some common - [Sensory Processing with Samantha](https://www.theintentionaliep.com/lessons/sensory-processing-with-samantha-3/) - • Stephanie: Welcome and Introductions• About Samantha, Samantha’s Teaching Experience and Role at the IEP Table• Question 1: What are the different types of sensory processing disorders?• Question 2: How do sensory processing and emotional regulation connect? And how does this tie into behaviors we may see in the classroom• Question 3: What are some - [Accommodations for ADHD and Autism with Jess B.](https://www.theintentionaliep.com/lessons/accommodations-for-adhd-and-autism-with-jess-b-2/) - • Stephanie: Welcome and Introductions• About Jessica, Jessica’s Teaching Experience and Role at the IEP Table• Question 1: Remind us what an accommodation is, and where in an IEP we will find this information.• Question 2: What are some common accommodations that are helpful for autistic / ADHD students?• Question 3: What should a team - [Resource Room Burnout](https://www.theintentionaliep.com/lessons/resource-room-burnout/) - • Stephanie: Welcome and Introductions• About Natasha, Natasha’s Teaching Experience and Role at the IEP Table• Question 1: What are the roles and responsibilities of a resource room setting classroom teacher?• Question 2: What are some of the reasons a resource teacher may be or feel burnout? • Question 3: How can a resource teacher - [Case Manager Tips](https://www.theintentionaliep.com/lessons/case-manager-tips/) - • Stephanie: Welcome and Introductions• About Allegra, Allegra’s Teaching Experience and Role at the IEP Table• Question 1: What are the roles and responsibilities of a special education case manager? And who has the role of case manager?• Question 2: What are your top 5 success tips for being a case manager?• What is your - [Work Life Balance](https://www.theintentionaliep.com/lessons/work-life-balance/) - Stephanie: Welcome and Introduction Adva Introduction Talk to us about work/life balance. What does it mean, and what does it look like for you? How long did it take for you to realize the importance of work/home life balance, and why is it important for teachers? If there were 1 or 2 starting points that - [Deaf HOH with Deanna](https://www.theintentionaliep.com/lessons/deaf-hoh-with-deanna-2/) - • Stephanie: Welcome and Introductions• About Deanna, Deanna’s Teaching Experience and Role at the IEP Table • Question 1: We know what accommodations and modifications are in an IEP; but do they differ or are they different with our Deaf/HOH population of students?• Question 2: What are a couple of the most commonly known accommodations/modifications - [Special Ed in the Philippines](https://www.theintentionaliep.com/lessons/special-ed-in-the-philippines/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Rhoane, Rhoane’s Teaching Experience and Role at the IEP Table1:51 • Question 1: What do special education services look like in the Philippines?3:14 • Question 2: What does the referral process for special education look like? 5:22 • Question 3: How often are you required to - [Deaf Ed Parent Perspective on Special Ed Services](https://www.theintentionaliep.com/lessons/deaf-ed-parent-perspective-on-special-ed-services/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:51 • About Mallory, Mallory’s Experience and Role at the IEP Table2:16 • Question 1: What has your experience been like at the IEP table?4:58 • Question 2: What is something that you feel has really changed the game for you, and maybe something that you recommend special - [Resource Classrooms](https://www.theintentionaliep.com/lessons/resource-classrooms/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Christen, Christen’s Teaching Experience and Role at the IEP Table1:13• Question 1: Let’s start with the big question everyone asks… how can a resource teacher streamline communication with everyone on the IEP team?3:53• Question 2: Next big question… how can resource teachers bridge the gap - [Deaf Ed 101 Pt. 2](https://www.theintentionaliep.com/lessons/deaf-ed-101-pt-2/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31 • About Katie, Katie’s Teaching Experience and Role at the IEP Table1:35 • Question 1: Let’s do a brief overview of the supports we might find or write into a child’s IEP.2:48 • Question 2: What are some challenges a student might face in a school setting, - [Deaf Ed 101](https://www.theintentionaliep.com/lessons/deaf-ed-101-2/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Katie, Katie’s Teaching Experience and Role at the IEP Table2:28 • Question 1: How is a deaf hard of hearing student identified? And what has your experience been like with parents whose child has been identified? What should we as special educators be aware of - [Lesson](https://www.theintentionaliep.com/lessons/lesson-21/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-19/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-18/) - [Why Didn't My Child Qualify for Speech?](https://www.theintentionaliep.com/lessons/why-didnt-my-child-qualify-for-speech/) - • Stephanie: Welcome and Introductions • About Hallie, Hallie’s Teaching Experience and Role at the IEP Table • What does it mean for a student to qualify for speech services? And what does that process look like?• What should a special education teacher do if they suspect a student is in need of speech services?• - [Why Did Your SLP Recommend That?!?](https://www.theintentionaliep.com/lessons/why-did-your-slp-recommend-that/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22• About Hallie, Hallie’s Teaching Experience and Role at the IEP Table1:27• Question 1: What role does an SLP have on the IEP team? And why are they an integral part of IEP teams?4:40• Question 2: What “things” can an SLP help with? And when should a special - [Collaboration Between SLPs + Teachers](https://www.theintentionaliep.com/lessons/collaboration-between-slps-teachers/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-15/) - [Deaf ED 101](https://www.theintentionaliep.com/lessons/deaf-ed-101/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-17/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-16/) - [Parent + Student Perspective with Audra and Isaak](https://www.theintentionaliep.com/lessons/parent-student-perspective-with-audra-and-isaak/) - • Stephanie: Welcome and Introductions • About Audra, Audra’s Teaching Experience and Role at the IEP Table • What has your experience been like at the IEP table? • What is something that you feel has really changed the game for you, and maybe something that you recommend special education teachers do more of? • - [Coteaching with Canissa](https://www.theintentionaliep.com/lessons/coteaching-with-canissa/) - • Stephanie: Welcome and Introductions• About Canissa, Carissa’s Teaching Experience and Role at the IEP Table• Question 1: What is co-teaching and what are the different models of co-teaching?• Question 2: What does co-teaching look like for you, and how do you make it work?• Question 3: How do you handle a situation where a - [Transition Goal Writing With Laine](https://www.theintentionaliep.com/lessons/transition-goal-writing-with-laine-2/) - • Stephanie: Welcome and Introductions• About Laine, Laine’s Teaching Experience and Role at the IEP Table• Question 1: Transition goals could refer to a few different things. Can you explain what transition goals are?• Question 2: How do you determine what transition goals to write? Where do you start?• Question 3: How do we write - [Choosing Speech Goals with Jenna K.](https://www.theintentionaliep.com/lessons/choosing-speech-goals-with-jenna-k-2/) - • Stephanie: Welcome and Introductions• About Jenna, Jenna’s Teaching Experience and Role at the IEP Table• Question 1: What are the different speech areas - for lack of better phrasing - that a student may need an IEP goal written for?• Question 2: How do you choose speech and language goals for a new student - [Lesson](https://www.theintentionaliep.com/lessons/lesson-13/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-12/) - [Coteaching with Jess R](https://www.theintentionaliep.com/lessons/coteaching-with-jess-r/) - Transcripts Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • About Tim, Tim’s Teaching Experience and Role at the IEP Table01:11• Question 1: How do you even know that student behavior is connected to insufficient supports? Are there tell tale signs? Fill us in! 03:43• Question 2: How can IEP teams collect data on the - [Working with Paraprofessionals in the Classroom with Rhosemarie](https://www.theintentionaliep.com/lessons/working-with-paraprofessionals-in-the-classroom-with-rhosemarie/) - • Stephanie: Welcome and Introductions• Rhosemarie Introduction • How do you build a strong relationship with your para educators? What are your top 3-4 tips?• What advice do you have for when there is a riff between the teacher and the para? Or an instance where there’s a difficult conversation to have?• How do you help - [Using Assistive Technology for “Text to Speech” with Shannon](https://www.theintentionaliep.com/lessons/using-assistive-technology-for-text-to-speech-with-shannon/) - • Stephanie: Welcome and Introductions• Shannon Introduction What is Assistive Technology? And where can we find it written into an IEP? Let’s start with “speech to text”... what is it and who may it be beneficial for? Why isn’t “speech to text” always the answer, and what other options are out there? If you had - [AACs in the IEP with Kristy](https://www.theintentionaliep.com/lessons/aacs-in-the-iep-with-kristy/) - Stephanie: Welcome and Introduction Kristy Introduction What is AAC? And who may benefit from having AAC written into the IEP? Where in an IEP will you find information about a child’s AAC device(s) or baseline data? If a teacher suspects that a student may benefit from AAC, where should the teacher start or do first? - [Managing Behaviors in the Classroom with Haley](https://www.theintentionaliep.com/lessons/managing-behaviors-in-the-classroom-with-haley/) - Find It Quickly: • Stephanie: Welcome and Introductions• About Haley, Haley’s Teaching Experience and Role at the IEP Table• Question 1: We’ve all heard “behavior is communication” before. Can you elaborate on this• Question 2: What are some of the most common behaviors we see in classrooms, and what strategies do you have that work - [Progress Monitoring System with Stephanie](https://www.theintentionaliep.com/lessons/progress-monitoring-system-with-stephanie/) - [Documenting Service Times](https://www.theintentionaliep.com/lessons/documenting-service-times/) - [Evaluation Adaptations with Tim](https://www.theintentionaliep.com/lessons/evaluation-adaptations-with-tim/) - • Stephanie: Welcome and Introductions• About Tim, Tim's Teaching Experience and Role at the IEP Table• Question 1: What are adaptations? How do they differ from accommodations and modifications?• Question 2: How do you evaluate adaptations?• Question 3: How do you know when to evaluate adaptations?• Question 4: What type of data do you use - [Instilling a Growth Mindset in Students with Zoie](https://www.theintentionaliep.com/lessons/instilling-a-growth-mindset-in-students-with-zoie-2/) - • Stephanie: Welcome and Introductions• Zoie Introduction • What is a growth mindset and what are some examples of growth mindset?• Why is it important for students to have this type of mindset? (or anyone)• How can we help students develop a growth mindset?• What suggestions do you have for a student who maybe is struggling - [Helping Disabled Students Transition to College with Dan](https://www.theintentionaliep.com/lessons/helping-disabled-students-transition-to-college-with-dan-2/) - • Stephanie: Welcome and Introductions• Dan Introduction • Why is the college transition such a pivotal moment in a student’s life?• How can we help a student successfully transition - and plan for the transition - to college?• When should an IEP team step, or teacher or parent, begin preparing the child for the college transition? - [Role of Parapros | Sarah](https://www.theintentionaliep.com/lessons/role-of-parapros-sarah-2/) - • Stephanie: Welcome and Introductions• Sarah Introduction • What is a paraprofessional, and will every special education teacher have the honor of working with a paraprofessional?• Are paras the same as support staff, the same as a classroom or 1:1 aide?• What is the role of a paraprofessional in the classroom? What expectations should be set - [Helping Parents Understand Their Rights with| Jade](https://www.theintentionaliep.com/lessons/helping-parents-understand-their-rights-with-jade-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31• About Jade, Jade’s Teaching Experience and Role at the IEP Table0:45• Question 1: Let’s jump right in! What rights DO parents have under IDEA law?11:02• Question 2: What are some ways we can help parents understand their rights?13:00 • Question 3: What are some, maybe, small - [IEP Cheat Sheets and Time Savers with Nikki](https://www.theintentionaliep.com/lessons/iep-cheat-sheets-and-time-savers-with-nikki-2/) - Nikki-TipsTricks-AUDIODownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:32• About Nikki, Nikki’s Teaching Experience and Role at the IEP Table1:43• Question 1: How do IEP time savers and cheat sheets help you write and implement IEPs quicker or faster, without losing the integrity of the document?8:00• Question 2: What are your top 1-3 favorite IEP - [Special Education in the Philippines with Rhoane](https://www.theintentionaliep.com/lessons/special-education-in-the-philippines-with-rhoane-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Rhoane, Rhoane’s Teaching Experience and Role at the IEP Table1:51 • Question 1: What do special education services look like in the Philippines?3:14 • Question 2: What does the referral process for special education look like? 5:22 • Question 3: How often are you required - [July 21 | Transition with Heather M.](https://www.theintentionaliep.com/lessons/july-21-transition-activities-with-heather-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Heather, Heather's Teaching Experience and Role at the IEP Table0:58• Question 1: What is transition and when does it occur (age/grade)? 2:42• Question 2: What are the different parts of a transition plan?3:20 • Question 3: How do you plan and involve the student and - [July 25 | Collaboration with Outside Service Providers with Evelyn](https://www.theintentionaliep.com/lessons/july-25-collaboration-with-outside-service-providers-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Evelyn, Evelyn's Education Experience and Role at the IEP Table1:27 • Question 1: What is a service provider and what service providers might a special education teacher work with?2:10 • Question 2: Where in the IEP will we find service provider “information” related to - [July 26 | Using IEPs to Write Class Schedules with Stephanie](https://www.theintentionaliep.com/lessons/july-26-using-ieps-to-write-class-schedules-with-stephanie-2-2/) - TranscriptsDownload 0:00• Stephanie: Welcome and Introductions0:42• What you need to begin2:31• Step #1 highlighting service minutes3:30• Step #2 service sticky notes4:15• Write student's name and minutes 5:06• Step #3 Excel chart demonstration 15:03• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseRelated Resources: Service Documentation Sheets - [July 27 | Data Collection with Heather C](https://www.theintentionaliep.com/lessons/july-27-data-collection-with-heather-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Heather, Heather's Teaching Experience and Role at the IEP Table1:11• Question 1: Why do we have to collect data? Why is data important for IEPs?2:06 • Question 2: What is the method you use for data collection? What does it look like?3:57 • Question - [July 28 | Virtual IEP Meetings with Jessica K](https://www.theintentionaliep.com/lessons/july-28-virtual-iep-meetings-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Jessica, Jessica's Teaching Experience and Role at the IEP Table1:33• Question 1: Why might an IEP team hold a virtual IEP meeting?4:08 • Question 2: How does a virtual IEP meeting work? Is it different than an in-person meeting?6:20 • Question 3: How can - [June 29 | Parent Input with Sri](https://www.theintentionaliep.com/lessons/june-29-parent-input-with-sri-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Sri, Sri’s Teaching Experience and Role at the IEP Table1:09• Question 1: What is parent input? And why is parent input so important in the IEP writing process?1:52• Question 2: How can teachers write the parent input? Is this the same as teachers sending - [June 30 | Beyond Parent Input with Jessica B.](https://www.theintentionaliep.com/lessons/june-30-beyond-parent-input-with-jessica-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:32 • About Jessica, Jessica's Education Experience and Role at the IEP Table2:08 • Question 1: What is a parent input statement? And why is it important to have parent involvement beyond this statement?5:31 • Question 2: How can parents advocate for their child? How can teachers - [July 11 | Resource Classrooms with Christen](https://www.theintentionaliep.com/lessons/july-11-resource-classrooms-with-christen-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Christen, Christen’s Teaching Experience and Role at the IEP Table1:13• Question 1: Let’s start with the big question everyone asks… how can a resource teacher streamline communication with everyone on the IEP team?3:53• Question 2: Next big question… how can resource teachers bridge the - [July 12 | Group Planning for Diploma Track with Nikki](https://www.theintentionaliep.com/lessons/july-12-group-planning-for-iep-goals-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions 0:26• About Nikki, Nikki’s Teaching Experience and Role at the IEP Table1:39• Question 1: What does it mean for a student to be on a “standard diploma track”? 2:28• Question 2: How does this affect lesson planning for the teacher?4:46• Question 3: What does group planning - [July 13 | Student Self Advocacy During IEP Meetings with Brynne](https://www.theintentionaliep.com/lessons/july-13-student-self-advocacy-during-iep-meetings-with-brynne-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Brynne, Brynne’s Education Experience and Role at the IEP Table1:39 • Question 1: What is self advocacy and why is it important?2:49 • Question 2: What do you do with your students leading up to the IEP meeting to get them set up for - [July 14 | Future Planning with Melinda](https://www.theintentionaliep.com/lessons/july-14-future-planning-with-melinda-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Melinda, Melinda’s Education Experience and Role at the IEP Table0:42 • Question 1: What is future planning and why is it important to keep in mind when writing IEPs?2:30• Question 2: How do you involve the student in future planning? 5:46• Question 3: What about - [July 18 | Transition from Elementary to Middle School with Jessica R.](https://www.theintentionaliep.com/lessons/july-18-transition-from-elementary-to-middle-school-with-jessica-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions 0:37• About Jessica, Jessica's Teaching Experience and Role at the IEP Table2:18• Question 1: How do you recommend reaching out and collaborating with the next year’s teacher?4:46• Question 2: How do you find out what the changes are from the child’s current school to next year’s - [July 20 | Transition IEP Goals with Laine](https://www.theintentionaliep.com/lessons/july-20-transition-iep-goals-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Laine, Laine’s Teaching Experience and Role at the IEP Table1:15• Question 1: Let’s talk basics first before we dive in. Why is transition planning important?2:09 • Question 2: What is the transition section of an IEP? When do special education teachers need to start - [June 9 | Accommodations and Behavior Plans with Abbey](https://www.theintentionaliep.com/lessons/june-9-accommodations-and-behavior-plans-with-abbey-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Abbey, Abbey's Teaching Experience and Role at the IEP Table1:08• Question 1: What’s a behavior plan? And what are accommodations?1:37• Question 2: What do accommodations have to do with behavior plans?2:14• Question 3: Where in the IEP will we find all of this information?5:43• - [June 13 | Accommodations and Modifications with Tim](https://www.theintentionaliep.com/lessons/june-13-accommodations-and-modifications-with-tim-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Tim, Tim’s Teaching Experience and Role at the IEP Table1:45• Question 1: What are accommodations? And what are modifications? And where do we find them written into the IEP?4:44• Question 2: Are students with IEPs the only students who can have accommodations and modifications?8:04• - [June 15 | Unique Accommodations and Modifications for Student Success with Jade](https://www.theintentionaliep.com/lessons/june-15-unique-accommodations-and-modifications-for-student-success-with-jade-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Jade, Jade’s Teaching Experience and Role at the IEP Table2:25• Question 1: Before we dive in, let’s remind everyone about the difference between accommodations and modifications.4:16 • Question 2: Where in an IEP can we find these accommodations and modifications? Is there just one - [June 16 | Writing IEP Goals with Jenn](https://www.theintentionaliep.com/lessons/june-16-including-students-in-choosing-iep-goals-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions1:02 • About Jenn, Jenn's Teaching Experience and Role at the IEP Table 2:40• Question 1: When it comes to writing IEP goals, at this point we’ve already written our Present Levels and chosen what we need to write IEP goals for. But what comes first when - [June 20 | IEP Goals for Alternative Assessment with Katelyn](https://www.theintentionaliep.com/lessons/june-20-iep-goals-for-alternative-assessment-with-katelyn-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Katelyn, Katelyn’s Teaching Experience and Role at the IEP Table1:16• Question 1: Before we dive in, let’s briefly chat about the what. What is a standards-based IEP goal? And what does alternative assessment mean?3:13 • Question 2: Where do we start when writing standards-based - [June 22 | Aligning Goals to Standards with Rebekah](https://www.theintentionaliep.com/lessons/june-22-aligning-goals-to-standards-with-rebekah-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:30 • About Rebekah, Rebekah's Teaching Experience and Role at the IEP Table1:57• Question 1: Before we talk about aligning IEP goals to standards, let’s chat briefly about IEP goals. Do you use a specific IEP goal writing template?3:22 • Question 2: What is the first step - [June 23 | Aligning Standards to Lesson Plans with Heather C](https://www.theintentionaliep.com/lessons/june-23-aligning-standards-to-lessons-with-heather-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:16• About Heather, Heathers’s Teaching Experience and Role at the IEP Table1:19• Question 1: Let’s start at the very beginning. What are state standards and why are they important? 2:06• Question 2: What are modified lessons?2:25• Question 3: How do you align the standards with the lessons - [June 27 | Parent Relationships with Heather M](https://www.theintentionaliep.com/lessons/june-27-parent-relationships-with-heather-m-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Heather, Heather's Teaching Experience and Role at the IEP Table1:24• Question 1: Share your top 3-4 tips for building positive relationships with families?6:16 • Question 2: What strategies or tips do you have for working with parents who don’t respond or don’t show up - [June 28 | Special Ed Law Resources with Stephanie](https://www.theintentionaliep.com/lessons/june-28-sped-law-resources-with-stephanie-2-2/) - TranscriptsDownload 0:00• Stephanie: Welcome and Introductions0:12• Introduction 0:43• Book Share with Insider Tips7:05• Website Share with Insider Tips8:39• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseBook Recommendations:All About IEPs | 100 Frequently Asked Questions | DSM-5 | Special Education Law Website Recommendations:Wrights Law | Yellowpages for Kids - [May 26 | Reverse Planning for IEP Goals with Stephanie](https://www.theintentionaliep.com/lessons/may-26-reverse-planning-for-iep-goals-with-stephanie-2-2/) - TranscriptsDownload 0:00• Stephanie: Welcome and Introductions1:28• Step 1: Data and Present Levels 3:35• Step 2: Grade Level Standards4:19• Step 3 : Prerequisite Skills 5:59• Step 4: Work Backwards 8:16• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseRelated Resources:IEP Matrix | IEP Toolkit - [June 1 | Evaluations with Christen](https://www.theintentionaliep.com/lessons/june-1-evaluations-with-christen-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Christen, Christen's Teaching Experience and Role at the IEP Table1:15• Question 1: What is the purpose of an evaluation?2:00• Question 2: How often can evaluations be done? Can parents request a new evaluation at any time? 3:34• Question 3: What is the initial evaluation - [June 2 | Evaluation Request Letter with Steve](https://www.theintentionaliep.com/lessons/june-2-evaluation-request-letter-with-steve-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Steve, Steve's Teaching Experience and Role at the IEP Table1:59• Question 1: What is an evaluation request letter and when might an IEP team see one?10:24• Question 2: What are a few key points that need to be in the letter? 17:25• Question 3: - [June 6 | Self-Regulation with Sri](https://www.theintentionaliep.com/lessons/june-6-self-regulation-with-sri-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Sri, Sri’s Teaching Experience and Role at the IEP Table0:51• Question 1: What is self-regulation?1:59• Question 2: How can we help children with self regulation? 10:37• Question 3: How can we write all of this into the IEP? They would go into the accommodations - [June 7 | Connection w/ Behavior+ Insufficient Supports with Tim](https://www.theintentionaliep.com/lessons/june-7-connection-w-behavior-insufficient-supports-with-tim-2-2/) - Transcripts Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • About Tim, Tim’s Teaching Experience and Role at the IEP Table01:11• Question 1: How do you even know that student behavior is connected to insufficient supports? Are there tell tale signs? Fill us in! 03:43• Question 2: How can IEP teams collect data on the - [June 8 | Behavior with Shelley](https://www.theintentionaliep.com/lessons/june-8-behavior-with-shelley-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Shelley, Shelley’s Teaching Experience and Role at the IEP Table2:40• Question 1: What are behavior strategies and why are they important? 4:47• Question 2: Where in the IEP might we find these behavior strategies or supports? Or where would we write these into the - [May 23 | IEP Team Roles with Meredith](https://www.theintentionaliep.com/lessons/may-23-iep-team-roles-with-meredith-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Meredith, Meredith’s Teaching Experience and Role at the IEP Table1:35 • Question 1: Let’s start at the very beginning. Who is on an IEP Team? Who sits at the IEP table?2:56 • Question 2: What is each person’s role at the IEP meeting?11:02 • - [May 25 | 504s VS IEPs with Melissa](https://www.theintentionaliep.com/lessons/may-25-2-2/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Melissa, Melissa's Teaching Experience and Role at the IEP Table1:26 • Question 1: What is a 504 plan?2:08 • Question 2: How does a 504 differ from an IEP?3:18 • Question 3: What supports are available within a 504 plan?04:47• Question 4: Can a - [February | Adding in Sensory Supports with Samantha](https://www.theintentionaliep.com/lessons/february-adding-in-sensory-supports-with-samantha/) - Find It Quickly:• Stephanie: Welcome and Introductions• About Samantha, Samantha’s Teaching Experience and Role at the IEP Table• Question 1: What are sensory supports? And who might need these types of supports?• Question 2: Where in the IEP will we find and/or enter this information into the IEP?• Question 3: What types of sensory supports - [February | Child Focused Behavior Plans with Jess B.](https://www.theintentionaliep.com/lessons/february-child-focused-behavior-plans-with-jess-b/) - Find It Quickly:• Stephanie: Welcome and Introductions• About Jessica, Jessica’s Teaching Experience and Role at the IEP Table• Question 1: What is a behavior plan? And where in the IEP will we find this information?• Question 2: Do all behavior plans stem from an official FBA?• Question 3: How can we as IEP teams make - [February | Behavior with Julina](https://www.theintentionaliep.com/lessons/february-behavior-with-julina/) - Find It Quickly:Stephanie: Welcome and Introductions About Julina, Julina’s Teaching Experience and Role at the IEP TableQuestion 1: Why is it important to be aware of student behaviors? Why is behavior a form of communication?Question 2: How do we, as teachers or an IEP team as a whole, know it’s time to ask for an - [January | Setting up QR codes for Digital Data with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/january-setting-up-qr-codes-for-digital-data-with-stephanie-delussey/) - • Stephanie: Welcome and Introductions• Digital Data Dive• Step by Step Directions for Setting Up QR codes• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Matrix | TII Shop - [January | Digital Data Collection with Nicole](https://www.theintentionaliep.com/lessons/january-digital-data-collection-with-nicole/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Nicole, Nicole’s Teaching Experience and Role at the IEP Table1:04• Question 1: Why is data collection so important when it comes to writing and implementing IEPs?1:33• Question 2: How do you know how often to collect data? And on what schedule? Where in the - [January | Graphing Data with Heather](https://www.theintentionaliep.com/lessons/january-graphing-data-with-heather/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Heather, Heather's Teaching Experience and Role at the IEP Table1:58• Question 1: Before we get into the how, where is this data coming from? And how do we know how much data to collect? Is this written into the IEP somewhere?3:29• Question 2: Why - [Function of Sensory Tools | Sarah](https://www.theintentionaliep.com/lessons/function-of-sensory-tools-sarah/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-11/) - [December | Managing Signatures with Katelyn](https://www.theintentionaliep.com/lessons/december-managing-signatures-with-katelyn/) - DOWNLOAD Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Katelyn, Katelyn’s Teaching Experience and Role at the IEP Table1:17• Question 1: How do you know who should be signing the IEP?3:11• Question 2: What do you do once you have all of the signatures?6:18• Question 3: When all do you get signatures from - [December | Eligibility + 1st IEPs with Heather](https://www.theintentionaliep.com/lessons/december-eligibility-1st-ieps-with-heather/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Heather, Heather’s Teaching Experience and Role at the IEP Table1:16• Question 1: What does eligibility mean? And what does that process look like?5:48• Question 2: Why is the 1st IEP so much different than any subsequent IEP written?10:38 • Question 3: How can we, - [December | Evaluation Results and the Whole Child Perspective with Abbey](https://www.theintentionaliep.com/lessons/december-evaluation-results-and-the-whole-child-perspective-with-abbey/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:19 • About Abbey, Abbey’s Teaching Experience and Role at the IEP Table0:58• Question 1: Why are evaluation results important for IEPs? How often do evaluations occur?1:44• Question 2: How can teachers take the evaluation results and write that data into the new IEP?3:06• Question 3: Are - [Lesson](https://www.theintentionaliep.com/lessons/lesson-10/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-9/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-8/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-7/) - [November | IEP Matrix with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/november-iep-matrix-with-stephanie-delussey/) - TranscriptsDownload 0:00• Stephanie: Welcome and Introductions0:55• The Why Behind the Matrix2:35• The Standards4:43• Making it Work in Your Classrooms7:05• How to Use It14:35• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course | The Matrix - [November | Social-Emotional IEP Goals with Casey](https://www.theintentionaliep.com/lessons/november-social-emotional-iep-goals-with-casey/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Casey, Casey's role at the IEP Table1:14• Question 1: Where in an IEP will we find more information about why a student has social-emotional IEP goals?2:21• Question 2: If a special education teacher feels that a student is in need of a social-emotional IEP - [November | Communicating IEP Goals to Gen Ed with Liz](https://www.theintentionaliep.com/lessons/november-communicating-iep-goals-to-gen-ed-with-liz/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:35 • About Liz, Liz’s Teaching Experience and Role at the IEP Table3:31• Question 1: Why is it important for us to collaborate on IEP goals with other IEP team members?6:39• Question 2: What might this communication look like before an IEP meeting?16:03 • Question 3: How - [November | IEP Goals with Audra and Sami](https://www.theintentionaliep.com/lessons/november-iep-goals-with-audra-and-sami/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:33 • About Audra and Sami, their Education Experience and Role at the IEP Table2:41 • Question 1: Where do you even start when it’s time to write IEP goals? What is the first step?3:06 • Question 2: What are some things we need to consider when - [October | Transition to Life After Graduation with Kearstin](https://www.theintentionaliep.com/lessons/october-transition-to-life-after-graduation-with-kearstin/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:36 • About Kearstin, Kearstin’s Teaching Experience and Role at the IEP Table1:36• Question 1: What does transitioning to life after graduation look like?4:12 • Question 2: How do you know what students want to do once they graduate? What does this conversation or process look like - [October | Promoting Self-Advocacy with Becca](https://www.theintentionaliep.com/lessons/october-promoting-self-advocacy-with-becca/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27• About Becca, Becca's Teaching Experience and Role at the IEP Table1:44 • Question 1: What is or are the benefits of promoting self advocacy within an IEP? And where in the IEP will we find or put this information?7:23 • Question 2: How would you recommend - [Lesson](https://www.theintentionaliep.com/lessons/lesson-6/) - [October | Transition with Jenn A.](https://www.theintentionaliep.com/lessons/october-transition-with-jenn-a/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Jenn, Jenn’s Education Experience and Role at the IEP Table1:34 • Question 1: What are the different parts of a transition plan?5:01 • Question 2: What do the beginning stages of writing a transition plan look like for you?9:28 • Question 3: How do - [September | Aligning IEP goals to Standards with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/september-aligning-iep-goals-to-standards-with-stephanie-delussey/) - TranscriptsDOWNLOAD 0:00• Stephanie: Welcome and Introductions1:05• How do we start with standards?1:48• Aligning standards 3:00• Goals, examples and demonstration 10:12• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Matrix - [August 4 | Progress Monitoring + Fading Supports](https://www.theintentionaliep.com/lessons/august-4-progress-monitoring-fading-supports/) - TranscriptsDownload 0:00• Stephanie + Tim : Welcome and Introductions4:39• Five W's of Data Collection13:32 • Baseline Data 17:02• Accomodations+Modifications Finding the Just Right 42:18• Documenting Service Minutes53:14• Question and Answer Where to Find Tim:Facebook| Instagram | Website | Membership Where to Find Stephanie:Instagram | Facebook | The Intentional IE - [August 3 | State Standard Alignment + Testing](https://www.theintentionaliep.com/lessons/august-3-state-standard-alignment-testing/) - TranscriptsDownload 0:00• Stephanie + Tim : Welcome and Introductions1:17• Tim's recap of accommodations+modifications 10:10• Grade level standards 13:44• Using the IEP Matrix 26:18• Testing accommodations 37:35• Questions and Answers 51:08• Closing and Where to Find Stephanie + Tim Where to Find Tim:Facebook| Instagram | Website | Membership Where to Find Stephanie:Instagram | Facebook | The Intentional IEP Related Resources:IEP Matrix - [August 2 | Criteria, Measurement, + Prevalence, OH MY!](https://www.theintentionaliep.com/lessons/august-2-criteria-measurement-prevalence-oh-my/) - TranscriptsDownload 0:00• Stephanie + Tim: Welcome and Introductions4:51• Choosing Goal Criteria 17:48• Accommodations + modifications: the criteria measurement and prevalence of them27:58• Questions + Answers 59:03• Closing and Where to Find Stephanie + Tim Where to Find Tim:Facebook| Instagram | Website | Membership Where to Find Stephanie:Instagram | Facebook | The Intentional IEP - [August 1 | IEP Goal and Accommodations Intro](https://www.theintentionaliep.com/lessons/august-1-iep-goal-and-accommodations-intro/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie + Tim : Welcome and Introductions4:07 • IEP Goals13:25• Accommodations + Modifications 26:21 • Question + Answers38:16 • Thank you, and where viewers can find Stephanie and Tim Where to Find Tim:Facebook| Instagram | Website | Membership Where to Find Stephanie:Instagram | Facebook | The Intentional IEP - [August 5 | Collaborating with the IEP Team](https://www.theintentionaliep.com/lessons/august-5-collaborating-with-the-iep-team/) - TranscriptsDownload 0:00• Stephanie + Tim : Welcome and Introductions0:16• What is an IEP Season? 1:57• The IEP Team5:53• IEP Goals and Two Important Questions to Ask9:30• Tim's Five Steps 26:51• Data and The IEP Table 35:50• Question and Answers 44:26• Closing and Where to Find Stephanie and Tim Where to Find Tim:Facebook| Instagram | Website | Membership Where - [September | Parenting and IEPs with Kate S.](https://www.theintentionaliep.com/lessons/september-parenting-and-ieps-with-kate-s/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Kate, Kate's Role at the IEP Table3:28• Question 1: What has your experience been like at the IEP table?6:29• Question 2: What is something that you feel has really changed the game for you, and maybe something that you recommend special education teachers do - [August | Inclusion vs Mainstreaming with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/august-inclusion-vs-mainstreaming-with-stephanie-delussey/) - TranscriptsDOwnload 0:00• Stephanie: Welcome and Introductions0:34• Inclusion 0:59• Mainstreaming 1:52• Difference between the two3:49• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course - [September | Collaboration with Jess R.](https://www.theintentionaliep.com/lessons/september-collaboration-with-jess-r/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:30 • About Jess, Jess’s Teaching Experience and Role at the IEP Table2:15 • Question 1: What is your experience collaborating with special/general education teachers?3:57 • Question 2: Why do general education teachers and special education teachers need to collaborate?5:36 • Question 3: What might this collaboration - [May | PWN with Wendy](https://www.theintentionaliep.com/lessons/may-pwn-with-wendy/) - [May | "Show Time" The IEP Meeting with Vernice](https://www.theintentionaliep.com/lessons/may-show-time-the-iep-meeting-with-vernice/) - [May | Creating an IEP Meeting Agenda and Running It with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/may-creating-an-iep-meeting-agenda-and-running-it-with-stephanie-delussey/) - [April | Student Led IEPs with Liz](https://www.theintentionaliep.com/lessons/april-student-led-ieps-with-liz/) - [April | Student Vision Statement with Steve](https://www.theintentionaliep.com/lessons/april-student-vision-statement-with-steve/) - [March | Choosing the Right Accom + Adding to the IEP with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/march-choosing-the-right-accom-adding-to-the-iep-with-stephanie-delussey/) - [March | SDI with Robin](https://www.theintentionaliep.com/lessons/march-sdi-with-robin/) - [March | Real World Accommodations with Becca](https://www.theintentionaliep.com/lessons/march-real-world-accommodations-with-becca/) - [December | Using Different Assessments and Why with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/december-using-different-assessments-and-why-with-stephanie-delussey/) - [August | Effective IEP Inclusion for Students with Multiple Disabilities with Nicolette](https://www.theintentionaliep.com/lessons/august-effective-iep-inclusion-for-students-with-multiple-disabilities-with-nicolette/) - Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22• About Nicolette, Nicolette’s Teaching Experience and Role at the IEP Table1:29• Question 1: What does it mean for a student to have multiple disabilities? And how or where can we find this information in an IEP?3:04• Question 2: How do we know if inclusion is the LRE - [August | High School Self Contained Class Schedule with Kearstin](https://www.theintentionaliep.com/lessons/august-high-school-self-contained-class-schedule-with-kearstin/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:31 • About Kearstin, Kearstin’s Teaching Experience and Role at the IEP Table1:04 • Question 1: How do you write your self contained classroom schedule? And how often do you have to update it?4:06 • Question 2: What does your daily schedule look like? Do you put - [June 27 | Parent Relationships with Heather M](https://www.theintentionaliep.com/lessons/june-27-parent-relationships-with-heather-m/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Heather, Heather's Teaching Experience and Role at the IEP Table1:24• Question 1: Share your top 3-4 tips for building positive relationships with families?6:16 • Question 2: What strategies or tips do you have for working with parents who don’t respond or don’t show up - [July 18 | Transition from Elementary to Middle School with Jessica R.](https://www.theintentionaliep.com/lessons/july-18-transition-from-elementary-to-middle-school-with-jessica/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions 0:37• About Jessica, Jessica's Teaching Experience and Role at the IEP Table2:18• Question 1: How do you recommend reaching out and collaborating with the next year’s teacher?4:46• Question 2: How do you find out what the changes are from the child’s current school to next year’s - [June 7 | Connection w/ Behavior+ Insufficient Supports with Tim](https://www.theintentionaliep.com/lessons/june-7-connection-w-behavior-insufficient-supports-with-tim/) - Transcripts Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • About Tim, Tim’s Teaching Experience and Role at the IEP Table01:11• Question 1: How do you even know that student behavior is connected to insufficient supports? Are there tell tale signs? Fill us in! 03:43• Question 2: How can IEP teams collect data on the - [July 27 | Data Collection with Heather C](https://www.theintentionaliep.com/lessons/july-27-data-collection-with-heather/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Heather, Heather's Teaching Experience and Role at the IEP Table1:11• Question 1: Why do we have to collect data? Why is data important for IEPs?2:06 • Question 2: What is the method you use for data collection? What does it look like?3:57 • Question - [July 12 | Group Planning for Diploma Track with Nikki](https://www.theintentionaliep.com/lessons/july-12-group-planning-for-iep-goals/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions 0:26• About Nikki, Nikki’s Teaching Experience and Role at the IEP Table1:39• Question 1: What does it mean for a student to be on a “standard diploma track”? 2:28• Question 2: How does this affect lesson planning for the teacher?4:46• Question 3: What does group planning - [June 6 | Self-Regulation with Sri](https://www.theintentionaliep.com/lessons/june-6-self-regulation-with-sri/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Sri, Sri’s Teaching Experience and Role at the IEP Table0:51• Question 1: What is self-regulation?1:59• Question 2: How can we help children with self regulation? 10:37• Question 3: How can we write all of this into the IEP? They would go into the accommodations - [May 26 | Reverse Planning for IEP Goals with Stephanie](https://www.theintentionaliep.com/lessons/may-26-reverse-planning-for-iep-goals-with-stephanie/) - TranscriptsDownload 0:00• Stephanie: Welcome and Introductions1:28• Step 1: Data and Present Levels 3:35• Step 2: Grade Level Standards4:19• Step 3 : Prerequisite Skills 5:59• Step 4: Work Backwards 8:16• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseRelated Resources:IEP Matrix | IEP Toolkit - [June 1 | Evaluations with Christen](https://www.theintentionaliep.com/lessons/june-1-evaluations-with-christen/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Christen, Christen's Teaching Experience and Role at the IEP Table1:15• Question 1: What is the purpose of an evaluation?2:00• Question 2: How often can evaluations be done? Can parents request a new evaluation at any time? 3:34• Question 3: What is the initial evaluation - [June 20 | IEP Goals for Alternative Assessment with Katelyn](https://www.theintentionaliep.com/lessons/june-20-iep-goals-for-alternative-assessment-with-katelyn/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Katelyn, Katelyn’s Teaching Experience and Role at the IEP Table1:16• Question 1: Before we dive in, let’s briefly chat about the what. What is a standards-based IEP goal? And what does alternative assessment mean?3:13 • Question 2: Where do we start when writing standards-based - [July 20 | Transition IEP Goals with Laine](https://www.theintentionaliep.com/lessons/july-20-transition-iep-goals/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Laine, Laine’s Teaching Experience and Role at the IEP Table1:15• Question 1: Let’s talk basics first before we dive in. Why is transition planning important?2:09 • Question 2: What is the transition section of an IEP? When do special education teachers need to start - [June 16 | Writing IEP Goals with Jenn](https://www.theintentionaliep.com/lessons/june-16-including-students-in-choosing-iep-goals/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions1:02 • About Jenn, Jenn's Teaching Experience and Role at the IEP Table 2:40• Question 1: When it comes to writing IEP goals, at this point we’ve already written our Present Levels and chosen what we need to write IEP goals for. But what comes first when - [July 14 | Future Planning with Melinda](https://www.theintentionaliep.com/lessons/july-14-future-planning-with-melinda/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Melinda, Melinda’s Education Experience and Role at the IEP Table0:42 • Question 1: What is future planning and why is it important to keep in mind when writing IEPs?2:30• Question 2: How do you involve the student in future planning? 5:46• Question 3: What about - [July 28 | Virtual IEP Meetings with Jessica K](https://www.theintentionaliep.com/lessons/july-28-virtual-iep-meetings/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Jessica, Jessica's Teaching Experience and Role at the IEP Table1:33• Question 1: Why might an IEP team hold a virtual IEP meeting?4:08 • Question 2: How does a virtual IEP meeting work? Is it different than an in-person meeting?6:20 • Question 3: How can - [June 23 | Aligning Standards to Lesson Plans with Heather C](https://www.theintentionaliep.com/lessons/june-23-aligning-standards-to-lessons-with-heather/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:16• About Heather, Heathers’s Teaching Experience and Role at the IEP Table1:19• Question 1: Let’s start at the very beginning. What are state standards and why are they important? 2:06• Question 2: What are modified lessons?2:25• Question 3: How do you align the standards with the lessons - [June 13 | Accommodations and Modifications with Tim](https://www.theintentionaliep.com/lessons/june-13-accommodations-and-modifications-with-tim/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Tim, Tim’s Teaching Experience and Role at the IEP Table1:45• Question 1: What are accommodations? And what are modifications? And where do we find them written into the IEP?4:44• Question 2: Are students with IEPs the only students who can have accommodations and modifications?8:04• - [May 25 | 504s VS IEPs with Melissa](https://www.theintentionaliep.com/lessons/may-25/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Melissa, Melissa's Teaching Experience and Role at the IEP Table1:26 • Question 1: What is a 504 plan?2:08 • Question 2: How does a 504 differ from an IEP?3:18 • Question 3: What supports are available within a 504 plan?04:47• Question 4: Can a - [May 23 | IEP Team Roles with Meredith](https://www.theintentionaliep.com/lessons/may-23-iep-team-roles-with-meredith/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:20 • About Meredith, Meredith’s Teaching Experience and Role at the IEP Table1:35 • Question 1: Let’s start at the very beginning. Who is on an IEP Team? Who sits at the IEP table?2:56 • Question 2: What is each person’s role at the IEP meeting?11:02 • - [July 21 | Transition with Heather M.](https://www.theintentionaliep.com/lessons/july-21-transition-activities-with-heather/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Heather, Heather's Teaching Experience and Role at the IEP Table0:58• Question 1: What is transition and when does it occur (age/grade)? 2:42• Question 2: What are the different parts of a transition plan?3:20 • Question 3: How do you plan and involve the student and - [July 26 | Using IEPs to Write Class Schedules with Stephanie](https://www.theintentionaliep.com/lessons/july-26-using-ieps-to-write-class-schedules-with-stephanie/) - TranscriptsDownload 0:00• Stephanie: Welcome and Introductions0:42• What you need to begin2:31• Step #1 highlighting service minutes3:30• Step #2 service sticky notes4:15• Write student's name and minutes 5:06• Step #3 Excel chart demonstration 15:03• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseRelated Resources: Service Documentation Sheets - [July 25 | Collaboration with Outside Service Providers with Evelyn](https://www.theintentionaliep.com/lessons/july-25-collaboration-with-outside-service-providers/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Evelyn, Evelyn's Education Experience and Role at the IEP Table1:27 • Question 1: What is a service provider and what service providers might a special education teacher work with?2:10 • Question 2: Where in the IEP will we find service provider “information” related to - [July 13 | Student Self Advocacy During IEP Meetings with Brynne](https://www.theintentionaliep.com/lessons/july-13-student-self-advocacy-during-iep-meetings-with-brynne/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Brynne, Brynne’s Education Experience and Role at the IEP Table1:39 • Question 1: What is self advocacy and why is it important?2:49 • Question 2: What do you do with your students leading up to the IEP meeting to get them set up for - [June 28 | Special Ed Law Resources with Stephanie](https://www.theintentionaliep.com/lessons/june-28-sped-law-resources-with-stephanie/) - TranscriptsDownload 0:00• Stephanie: Welcome and Introductions0:12• Introduction 0:43• Book Share with Insider Tips7:05• Website Share with Insider Tips8:39• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing CourseBook Recommendations:All About IEPs | 100 Frequently Asked Questions | DSM-5 | Special Education Law Website Recommendations:Wrights Law | Yellowpages for Kids - [July 11 | Resource Classrooms with Christen](https://www.theintentionaliep.com/lessons/july-11-resource-classrooms-with-christen/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Christen, Christen’s Teaching Experience and Role at the IEP Table1:13• Question 1: Let’s start with the big question everyone asks… how can a resource teacher streamline communication with everyone on the IEP team?3:53• Question 2: Next big question… how can resource teachers bridge the - [June 30 | Beyond Parent Input with Jessica B.](https://www.theintentionaliep.com/lessons/june-30-beyond-parent-input-with-jessica/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:32 • About Jessica, Jessica's Education Experience and Role at the IEP Table2:08 • Question 1: What is a parent input statement? And why is it important to have parent involvement beyond this statement?5:31 • Question 2: How can parents advocate for their child? How can teachers - [June 29 | Parent Input with Sri](https://www.theintentionaliep.com/lessons/june-29-parent-input-with-sri/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Sri, Sri’s Teaching Experience and Role at the IEP Table1:09• Question 1: What is parent input? And why is parent input so important in the IEP writing process?1:52• Question 2: How can teachers write the parent input? Is this the same as teachers sending - [Lesson](https://www.theintentionaliep.com/lessons/lesson-5/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-4/) - [Lesson](https://www.theintentionaliep.com/lessons/lesson-3/) - [June 22 | Aligning Goals to Standards with Rebekah](https://www.theintentionaliep.com/lessons/june-22-aligning-goals-to-standards-with-rebekah/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:30 • About Rebekah, Rebekah's Teaching Experience and Role at the IEP Table1:57• Question 1: Before we talk about aligning IEP goals to standards, let’s chat briefly about IEP goals. Do you use a specific IEP goal writing template?3:22 • Question 2: What is the first step - [June 15 | Unique Accommodations and Modifications for Student Success with Jade](https://www.theintentionaliep.com/lessons/june-15-unique-accommodations-and-modifications-for-student-success-with-jade/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:24 • About Jade, Jade’s Teaching Experience and Role at the IEP Table2:25• Question 1: Before we dive in, let’s remind everyone about the difference between accommodations and modifications.4:16 • Question 2: Where in an IEP can we find these accommodations and modifications? Is there just one - [June 9 | Accommodations and Behavior Plans with Abbey](https://www.theintentionaliep.com/lessons/june-9-accommodations-and-behavior-plans-with-abbey/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Abbey, Abbey's Teaching Experience and Role at the IEP Table1:08• Question 1: What’s a behavior plan? And what are accommodations?1:37• Question 2: What do accommodations have to do with behavior plans?2:14• Question 3: Where in the IEP will we find all of this information?5:43• - [June 8 | Behavior with Shelley](https://www.theintentionaliep.com/lessons/june-8-behavior-with-shelley/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Shelley, Shelley’s Teaching Experience and Role at the IEP Table2:40• Question 1: What are behavior strategies and why are they important? 4:47• Question 2: Where in the IEP might we find these behavior strategies or supports? Or where would we write these into the - [Lesson](https://www.theintentionaliep.com/lessons/lesson-2/) - [June 2 | Evaluation Request Letter with Steve](https://www.theintentionaliep.com/lessons/june-2-evaluation-request-letter-with-steve/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Steve, Steve's Teaching Experience and Role at the IEP Table1:59• Question 1: What is an evaluation request letter and when might an IEP team see one?10:24• Question 2: What are a few key points that need to be in the letter? 17:25• Question 3: - [May| ESY Determination with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/april-esy-determination-with-stephanie-delussey/) - TranscriptsDownload 0:00• Stephanie: Welcome and Introductions0:31• What is ESY?0:39• What ESY is not?1:34• What is criteria for receiving ESY services?13:08• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:Standards for ESY - [May | Leading Up to the IEP Meeting with Whitney](https://www.theintentionaliep.com/lessons/may-leading-up-to-the-iep-meeting-with-whitney/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Whitney, Whitney’s Teaching Experience and Role at the IEP Table1:32• Question 1: There’s so much to do before an IEP meeting… where do we start? 3:36• Question 2: What are some of the other things we need to do, before even writing the IEP?9:34• - [January | Standards-Aligned IEP Goals with Laura](https://www.theintentionaliep.com/lessons/january-standards-aligned-iep-goals-with-laura/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:16 • About Laura, Laura's Teaching Experience and Role at the IEP Table1:57• Question 1: As a short refresher, how do we determine what IEP goals to write?2:56 • Question 2: I think the big question here now is HOW… how do we align IEP goals to - [May | Working Together on IEP's with Adriana](https://www.theintentionaliep.com/lessons/may-working-together-on-ieps-with-adriana/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22• About Adriana, Adriana's Teaching Experience and Role at the IEP Table2:31• Question 1: Before we talk about the how, let’s talk about the WHO for a second. Who is on an IEP that should be helping to write the IEP?6:09• Question 2: How do you include - [April | Autism and Communication with Tara](https://www.theintentionaliep.com/lessons/april-autism-and-communication-with-tara/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:16 • About Tara, Tara's Teaching Experience and Role at the IEP Table1:38• Question 1: Before we talk about implementing an IEP, will you share with us where in the IEP we will be able to find a student’s communication needs?4:19 • Question 2: What are the - [April | Co-Teaching with Ashley](https://www.theintentionaliep.com/lessons/april-co-teaching-with-ashley/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Ashley, Ashley’s Teaching Experience and Role at the IEP Table3:11• Question 1: Explain what co-teaching is and what that looks like for you as the special education teacher. 9:08• Question 2: How do you make sure the needs of your students with IEPs are - [April | Selecting Meaningful Goals and Benchmarks with Laine](https://www.theintentionaliep.com/lessons/april-transition-planning-with-laine/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • About Laine, Laine's Teaching Experience and Role at the IEP Table1:02• Question 1: Before we get started, let’s talk about the difference between an IEP goal and a benchmark. What are they and how do they differ?1:48 • Question 2: How do we select IEP - [April | Transitioning from Middle to High School with Kearstin](https://www.theintentionaliep.com/lessons/april-transitioning-from-middle-to-high-school-with-kearstin/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:22 • About Kearstin, Kearstin's Teaching Experience and Role at the IEP Table1:22• Question 1: What makes writing IEPs for older students different than writing IEPs for elementary-aged students?5:12 • Question 2: What should a special education teacher keep in mind when writing IEPs for older students?9:55 - [March | Different Symbol Systems with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/march-different-symbol-systems-with-stephanie-delussey/) - TranscriptsDownload 0:00• Stephanie: Welcome and Introductions0:12• Introduction to the seven symbols0:29• Boardmakers 1:31• SymbolStix2:39• LessonPix3:29• Smarty Symbols 4:28• Canva5:20• Flaticon5:56• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Resources: Boardmaker | LessonPix | SymbolStix | Smarty Symbols | Cough Drop | Canva | Flaticon - [March | Multimodal Forms of Communication with Danielle](https://www.theintentionaliep.com/lessons/march-multimodal-forms-of-communication-with-danielle/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Danielle, Danielle's Teaching Experience and Role at the IEP Table1:37• Question 1: Let’s start with the basics… what are multimodal forms of communication? And what does that mean? Fill us in!2:39 • Question 2: What do special education teachers need to know about multimodal - [March | Paras + IEPs with Jenn](https://www.theintentionaliep.com/lessons/march-paras-ieps-with-jenn/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Jennifer, Jennifer's Teaching Experience and Role at the IEP Table1:14• Question 1: Today we’re going to chat about IEPs and paras, but I do feel like this information will be helpful for other adults who will be implementing the IEP. So I want to - [Lesson](https://www.theintentionaliep.com/lessons/lesson/) - [February | Tips for Surviving IEP Season with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/february-tips-for-surviving-iep-season-with-stephanie-delussey/) - TranscriptsDOwnload 0:00• Stephanie: Welcome and Introductions0:16• What is an IEP Season? 2:15• Tip #13:20• Tip #24:04• Tip #35:06• Tip #46:06• Tip #5 6:50• Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Resources:IEP Toolkit | Timeline | Blog post - [February | Parent Perspective with Audra and Sami](https://www.theintentionaliep.com/lessons/february-parent-perspective-with-audra-and-sami/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:26 • About Audra and Sami, Teaching Experience and Role at the IEP Table8:32• Question 1: What has your experience been like at the IEP table?17:01 • Question 2: What is something that you feel has really changed the game for you, and maybe something that you - [February | Google Keep + IEPs with Kara](https://www.theintentionaliep.com/lessons/february-google-keep-ieps-with-kara/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:30 • About Kara, Kara's Teaching Experience and Role at the IEP Table2:42• Question 1: What is Google Keep? And what can it do?4:36 • Question 2: How do you use Google Keep in relation to IEPs?19:36 • Question 3: Why do you think teachers should at - [January | SLP and The Teacher Collaboration with Rosemarie](https://www.theintentionaliep.com/lessons/january-tips-for-surviving-iep-season-with-stephanie-delussey/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:21 • About Rosemarie, Rosemarie’s Teaching Experience and Role at the IEP Table1:58• Question 1: What is the SLPs role on the IEP Team?4:03• Question 2: What can teachers do to help an SLP feel like a more integrated, important role at the IEP table?4:09 • Question - [January | Choosing IEP Goals with Hannah](https://www.theintentionaliep.com/lessons/january-choosing-iep-goals-with-hannah/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:18 • About Hannah, Hannah's Teaching Experience and Role at the IEP Table2:37• Question 1: Where do you even start when it’s time to choose IEP goals? What is the first step?6:33 • Question 2: What are some things we need to consider when it comes to - [October | IEP Goal Mastery Criterion with Cassie L.](https://www.theintentionaliep.com/lessons/october-iep-goal-mastery-criterion-with-cassie-l/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • About Cassie, Cassie’s Teaching Experience and Role at the IEP Table3:11 • Question 1: Before we get into mastery criterion, let’s talk about the different parts of an IEP goal. We know that IEP Goals have to be SMART: specific, measurable, attainable, results-oriented, and time-bound. - [October | IEPs in PreK with Rachel G.](https://www.theintentionaliep.com/lessons/october-ieps-in-prek-with-rachel-g/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Rachel, Rachel's Teaching Experience and Role at the IEP Table2:07 • Question 1: PreK are our babies, ages 3-4 and maybe 5, right? Typically, what services do PreK students receive?5:37 • Question 2: All IEPs have goals and objectives. What system have you found - [December | FBAs with Stacy](https://www.theintentionaliep.com/lessons/december-fbas-with-stacy/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:26 • About Stacy, Stacy's Teaching Experience and Role at the IEP Table1:37 • Question 1: Let’s start at the very beginning and briefly cover the basics… what is an FBA, why do we do FBAs, and who essentially does/writes the FBA?4:12 • Question 2: How do - [December | Difference Between IEP Goal Objective and Benchmarks with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/december-difference-between-iep-goal-objective-and-benchmarks-with-stephanie-delussey/) - TranscriptsDownload 0:00 • Stephanie: Welcome and Introductions0:21 • IEP Goals1:02 • IEP Objectives2:05• IEP Benchmarks3:05• Examples3:45 • Differences 4:52 • Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course - [December | ESL Students + IEPS with Saira](https://www.theintentionaliep.com/lessons/december-esl-students-ieps-with-saira/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Saira, Saira's Teaching Experience and Role at the IEP Table1:37• Question 1: Let’s start at the beginning. What does ESL / ELL stand for, and what does that mean for classroom instruction and services?3:50 • Question 2: Where in an IEP will you find - [November | Collaborating with Service Providers with Tina](https://www.theintentionaliep.com/lessons/november-collaborating-with-service-providers-with-margery/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:39 • About Tina, Tina's Teaching Experience and Role at the IEP Table1:23 • Question 1: What/Who is a service provider? Where in an IEP might we find what services a student qualifies for and/or has minutes for?3:08 • Question 2: Why might a family opt for - [November | Adapted P.E with Margery](https://www.theintentionaliep.com/lessons/november-adapted-p-e-with-margery/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Margery, Margery's Teaching Experience and Role at the IEP Table2:22• Question 1: Before we get started, let’s define what APE is and what it stands for.3:31 • Question 2: Who receives Adapted PE services? (we can chat here about how some special ed teachers - [November | What to Do When You Get a New IEP with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/november-what-to-do-when-you-get-a-new-iep-with-stephanie-delussey/) - TranscriptsDownload 0:00 • Stephanie: Welcome and Introductions0:29 • Reading the IEP1:08 • Checking services and their times1:34 • Ensuring that all needed supports are in place 2:17 • Making sure everyone has a copy of the IEP3:02 • Check all district rules3:51 • Closing Where to Find Stephanie:Instagram | Facebook | IEP Writing Course - [October | Chrome Extensions Part 1 + 2 with Dawn Ellis](https://www.theintentionaliep.com/lessons/october-chrome-extensions-part-1-2-with-dawn-ellis/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:26 • About Dawn, Dawn's Teaching Experience and Role at the IEP Table1:24 • Question 1: Today we are diving into an area that I don’t know too much about myself, besides copy/paste from Word Documents! So let’s start with computer shortcuts… what shortcuts are out there - [August | Scheduling Your IEP Calendar for the Year with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/august-scheduling-your-iep-calendar-for-the-year-with-stephanie-delussey/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:17 • Step 10:49 • Step 21:46 • Step 3 Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Writing Timeline (blog post)IEP ToolkitIEP Binder - [September | Explaining IEPs to General Ed Teachers with Stephanie DeLussey](https://www.theintentionaliep.com/lessons/september-explaining-ieps-to-general-ed-teachers-with-stephanie-delussey/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions1:09 • Sample IEP2:19 • Step 13:43 • Where to Start: Present Levels4:41 • IEP Goals5:26 • Supports and Services6:28 • Related Services7:04 • Accommodations and Modifications9:17 • Training Summary11:27 • Thank you! Where to Find Stephanie:Instagram | Facebook | IEP Writing Course Additional Resources:IEP Writing Timeline - [September | General Ed Collaboration with Jenn A.](https://www.theintentionaliep.com/lessons/september-general-ed-collaboration-with-jenn-a/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:28 • About Jenn, Jenn's experience in special education and role at the IEP Table1:35 • Question 1: How do you and your gen ed teacher peers collaborate?4:09 • Question 2: What has helped you the most in terms of supporting your students with IEPs in the - [September | General Ed Collaboration in Choosing Accommodations + Modifications with Tim Kretchman](https://www.theintentionaliep.com/lessons/september-general-ed-collaboration-in-choosing-accommodations-modifications-with-tim-kretchman/) - TranscriptsDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:29 • About Tim, Tim's experience in special education and role at the IEP Table1:31 • Question 1: Let’s start with the basics before diving head first… what are the purpose of individualized student supports? And what does it have to do with IEPs?4:23 • Question 2: - [August | Parent Perspective with Jessica Beaty](https://www.theintentionaliep.com/lessons/august-parent-perspective-with-jessica-beaty/) - TranscriptDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:23 • About Jessica, Jessica's experience with special education services as a parent and role at the IEP Table4:18 • Question 1: What has your experience been like at the IEP table?9:17 • Question 2: What is something that you feel has really changed the game for - [August | IEPs and Class Schedules with Braelan](https://www.theintentionaliep.com/lessons/august-ieps-and-class-schedules-with-braelan/) - TranscriptDownload Google Scheduler from BraelanDownload Brainstorming Journal from BraelanDownload Find It Quickly:0:00 • Stephanie: Welcome and Introductions0:27 • About Braelan, Braelan's Teaching Experience and Role at the IEP Table1:28 • Question 1: What parts of the IEP should we or can we use to help us build our classroom schedule?3:26 • Question 2: Once you - [Module 1: Welcome to Intentional IEP Writing Mini Training](https://www.theintentionaliep.com/lessons/module-1-welcome-to-intentional-iep-writing/) - Welcome to Intentional IEP Writing, provided by The Intentional IEP. Join the Intentional IEP Writing Facebook group here. Module1 TranscriptsDownload - [Module 7: Thank You!](https://www.theintentionaliep.com/lessons/module-7-thank-you/) - Join the Facebook Group here. | Join the TII Waitlist here. Module 7 TranscriptsDownload To download your course certificate of completion, click "Back to Course" below. When you have completed the course to 100%, a Download Certificate button will pop up on the course homepage. Click that button to download and print. - [Module 1: Welcome to Intentional Data Collection!](https://www.theintentionaliep.com/lessons/module-1-welcome-to-intentional-data-collection/) - Welcome to Intentional Data Collection, provided by The Intentional IEP. Join the Facebook Group here. Module 1 TranscriptsDownload - [Module 2: The 5 W's of Data Collection](https://www.theintentionaliep.com/lessons/module-2-the-5-ws-of-data-collection/) - Module 2 TranscriptsDownload - [Module 3: Simple Supplies for Data Collection](https://www.theintentionaliep.com/lessons/module-3-simple-supplies-for-data-collection/) - Download video transcripts here. Swipe files: Module 3 IDC TranscriptsDownload Editable Data Binder RingsDownload Editable Sticky Note TemplateDownload Sticky Note Templates with Lines PDFDownload Data Shortcuts PDFDownload - [Module 4: Sticky Note Data](https://www.theintentionaliep.com/lessons/module-4-sticky-note-data/) - Download the video transcripts here. Swipe files: Module 4 TranscriptsDownload Data Shortcuts PDFDownload Data Rings with IEP Goals for the Activities PDFDownload - [Module 5: Let's Practice What We've Learned!](https://www.theintentionaliep.com/lessons/module-5-lets-practice-what-weve-learned/) - Swipe files: Module 5 TranscriptsDownload Data Rings with IEP Goals for the Activities PDFDownload - [Module 6: Inputting + Using Data](https://www.theintentionaliep.com/lessons/module-6-inputting-using-data/) - Module 6 TranscriptsDownload - [Module 6: The IEP Meeting](https://www.theintentionaliep.com/lessons/module-6-the-iep-meeting/) - Module6 TranscriptsDownload You can purchase The IEP Toolkit here.This toolkit will not only help you with writing the IEP, but also with scheduling and planning for IEP meetings. - [Module 7: Thank You!](https://www.theintentionaliep.com/lessons/module-7-thank-you-2/) - Module7 TranscriptsDownload - [Module 4: IEP Writing Timeline](https://www.theintentionaliep.com/lessons/module-4-iep-writing-timeline/) - IIW Module4 TranscriptsDownload IEP Writing Timeline PDFDownload - [Module 3: Anatomy of an IEP](https://www.theintentionaliep.com/lessons/module-3-anatomy-of-an-iep/) - Module3 TranscriptsDownload - [Module 2: What is an IEP?](https://www.theintentionaliep.com/lessons/module-2-what-is-an-iep/) - Module2 TranscriptsDownload IDEA Law Website: Click here. Book Recommendations from the TII Team (affiliate links):• Wrightslaw: All About IEPs by Peter W.D. Wright and Pamela Darr Wright• Wrightslaw All About Tests and Assessments by Peter W.D. Wright and Pamela Darr Wright• Wrightslaw: Special Education Law by Peter W.D. Wright and Pamela Darr Wright• Your Special - [Using Data to Write New IEP Goals](https://www.theintentionaliep.com/lessons/using-data-to-write-new-iep-goals/) ## Topics - [Practice Set 27](https://www.theintentionaliep.com/topic/practice-set27/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 26](https://www.theintentionaliep.com/topic/practice-set-26/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 25](https://www.theintentionaliep.com/topic/practice-set-25/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 24](https://www.theintentionaliep.com/topic/practice-set-24/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 23](https://www.theintentionaliep.com/topic/practice-set-23/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 22](https://www.theintentionaliep.com/topic/practice-set-22/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 21](https://www.theintentionaliep.com/topic/practice-set-21/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 20](https://www.theintentionaliep.com/topic/practice-set-20/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 19](https://www.theintentionaliep.com/topic/practice-set-19/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 18](https://www.theintentionaliep.com/topic/practice-set-18/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 17](https://www.theintentionaliep.com/topic/practice-set-17/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 16](https://www.theintentionaliep.com/topic/practice-set-16/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 15](https://www.theintentionaliep.com/topic/practice-set-15/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 14](https://www.theintentionaliep.com/topic/practice-set-14/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 13](https://www.theintentionaliep.com/topic/practice-set-13/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 12](https://www.theintentionaliep.com/topic/practice-set-12/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 11](https://www.theintentionaliep.com/topic/practice-set-11-2/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Putting Data into the Binder Rings](https://www.theintentionaliep.com/topic/putting-data-into-the-binder-rings/) - [What do you do with the sticky notes now?](https://www.theintentionaliep.com/topic/what-do-you-do-with-the-sticky-notes-now/) - Editable Data Binder RingsDownload Editable Sticky Note TemplateDownload - [How to Use the Binder Rings](https://www.theintentionaliep.com/topic/how-to-use-the-binder-rings/) - Editable Data Binder RingsDownload Sample Activity Data Binder Rings PDFDownload Editable Sticky Note TemplateDownload - [Practice Set 1](https://www.theintentionaliep.com/topic/practice-set-1/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 2](https://www.theintentionaliep.com/topic/practice-set-2/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 3](https://www.theintentionaliep.com/topic/practice-set-3/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 4](https://www.theintentionaliep.com/topic/practice-set-4/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 5](https://www.theintentionaliep.com/topic/practice-set-5/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 6](https://www.theintentionaliep.com/topic/practice-set-6/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 7](https://www.theintentionaliep.com/topic/practice-set-7/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 8](https://www.theintentionaliep.com/topic/practice-set-8/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 9](https://www.theintentionaliep.com/topic/practice-set-9/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Practice Set 10](https://www.theintentionaliep.com/topic/practice-set-10/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Topic](https://www.theintentionaliep.com/topic/topic-2/) - [Practice Set 11](https://www.theintentionaliep.com/topic/practice-set-11/) - Before you start the practice video, and before you begin collecting data on the activity, get your sticky data note ready. Remember to add an activity title, the date, student initials (you can use fictitious initials during practice), and also determine if you will be utilizing the +/- strategy or tally marks. I also recommend - [Student 11](https://www.theintentionaliep.com/topic/student-11/) - Your Focus:Write 6 IEP goals for Sadie, based on the information provided above. You can write the IEP goals from scratch, or you can use your TII Membership to access The Vault to search for applicable IEP Goals for Sadie's IEP. Then provide the most appropriate accommodations and/or modifications that you feel would be best - [Student 10](https://www.theintentionaliep.com/topic/student-10/) - Your Focus:Based on Rajesh's current IEP goals, write the Present Levels of Performance section of Rajesh's IEP. You can write the PLAAFP/PLOP from scratch, or you can the Present Level Template in The IEP Toolkit. Student 10 Guiding Worksheetdownload - [Student 9](https://www.theintentionaliep.com/topic/student-9/) - Your Focus:Based on Ali'yah's current IEP goals, write the Present Levels of Performance section of Ali'yah's IEP. You can write the PLAAFP/PLOP from scratch, or you can the Present Level Template in The IEP Toolkit. Student 9 Guiding Worksheetdownload - [Student 6](https://www.theintentionaliep.com/topic/student-6/) - Your Focus:Based on Abigail's current IEP goals, write the Present Levels of Performance section of Abigail's IEP. You can write the PLAAFP/PLOP from scratch, or you can the Present Level Template in The IEP Toolkit. Student 6 Guiding WorksheetsDOWNLOAD - [Student 5](https://www.theintentionaliep.com/topic/student-5/) - Your Focus:Based on the information provided in Dominik's abbreviated PLAAFP/PLOP, provide appropriate services and service times. Then provide the most appropriate accommodations and/or modifications that you feel would be best suited for Dominik. You can determine your own accommodations and/or modifications, or choose them from the list provided in The IEP Toolkit. Student 5 Guiding - [Student 4](https://www.theintentionaliep.com/topic/student-4/) - Your Focus: Based on the information provided in Freya's abbreviated PLAAFP/PLOP, provide appropriate services and service times. Then provide the most appropriate accommodations and/or modifications that you feel would be best suited for Freya. You can determine your own accommodations and/or modifications, or choose them from the list provided in The IEP Toolkit. Student 4 - [Student 3](https://www.theintentionaliep.com/topic/student-3/) - Your Focus:Write 6 IEP goals for Hazel, based on the information provided above. You can write the IEP goals from scratch, or you can use your TII Membership to access The Vault to search for applicable IEP Goals for Hazel's IEP. Then provide the most appropriate accommodations and/or modifications that you feel would be best - [Student 2](https://www.theintentionaliep.com/topic/student-2/) - Your Focus:Based on Ethan's current IEP goals, write the Present Levels of Performance section of Ethan's IEP. You can write the PLAAFP/PLOP from scratch, or you can the Present Level Template in The IEP Toolkit. Student 2 Guiding WorksheetsDOWNLOAD - [Module 5 End](https://www.theintentionaliep.com/topic/module-5-end/) - Module5 TranscriptsDownload - [Student 8](https://www.theintentionaliep.com/topic/student-8/) - Your Focus:Explain the extent, if any, to which Ronan will not participate with his nondisabled peers in the general education class and extracurricular and other nonacademic settings. Student 8 Guiding WorksheetDOWNLOAD - [Student 7](https://www.theintentionaliep.com/topic/student-7/) - Your Focus:Write 6 IEP goals for Declan, based on the information provided above. You can write the IEP goals from scratch, or you can use your TII Membership to access The Vault to search for applicable IEP Goals for Declan's IEP. Student 7 Guiding WorksheetsDOWNLOAD - [Student 1](https://www.theintentionaliep.com/topic/student-1/) - Your Focus:Write 6 IEP goals for Jamie, based on the information provided above. You can write the IEP goals from scratch, or you can use your TII Membership to access The Vault to search for applicable IEP Goals for Jamie's IEP. Based on the information provided in Jamie's abbreviated PLAAFP/PLOP, provide appropriate services and service - [Student 12](https://www.theintentionaliep.com/topic/student-12/) - Your Focus:Explain the extent, if any, to which Vivian will not participate with her nondisabled peers in the general education class and extracurricular and other nonacademic settings. Student 12 Guiding Worksheetdownload - [Prepping the Binder Rings for Use](https://www.theintentionaliep.com/topic/prepping-the-binder-rings-for-use/) - [Anatomy of a Sticky Note](https://www.theintentionaliep.com/topic/anatomy-of-a-sticky-note/) - [Tips for Taking Sticky Data](https://www.theintentionaliep.com/topic/tips-for-taking-sticky-data/) - [Simple Supplies](https://www.theintentionaliep.com/topic/simple-supplies/) - [Extra Supplies](https://www.theintentionaliep.com/topic/extra-supplies/) - [Who, What, When, Where, Why?](https://www.theintentionaliep.com/topic/who-what-when-where-why/) - [How?](https://www.theintentionaliep.com/topic/how/) - [Topic](https://www.theintentionaliep.com/topic/topic/) - [Anatomy of an IEP](https://www.theintentionaliep.com/topic/anatomy-of-an-iep/) - [Student Information](https://www.theintentionaliep.com/topic/student-information/) - [Present Levels](https://www.theintentionaliep.com/topic/present-levels/) - [Annual IEP Goals and Objectives](https://www.theintentionaliep.com/topic/annual-iep-goals-and-objectives/) - [Progress Reporting](https://www.theintentionaliep.com/topic/progress-reporting/) - [Services](https://www.theintentionaliep.com/topic/services/) - [Student Supports](https://www.theintentionaliep.com/topic/student-supports/) - [LRE + Student Participation](https://www.theintentionaliep.com/topic/lre-student-participation/) - [Parental/Guardian Consent](https://www.theintentionaliep.com/topic/parental-guardian-consent/) - [Recap](https://www.theintentionaliep.com/topic/recap/) ## Certificates - [Behavior Mini Course](https://www.theintentionaliep.com/certificates/behavior-mini-course/) - Completed on . - [IEP Essentials Mini Course](https://www.theintentionaliep.com/certificates/iep-essentials-mini-course/) - Completed on . - [IEP Goals Mini Course](https://www.theintentionaliep.com/certificates/iep-goals-mini-course/) - Completed on . - [Data Collection Mini Course](https://www.theintentionaliep.com/certificates/data-collection-mini-course/) - Completed on . - [Summer PD Series 2025](https://www.theintentionaliep.com/certificates/summer-pd-series-2025/) - Completed on . - [Summer PD Series 2022](https://www.theintentionaliep.com/certificates/summer-series-2022/) - Completed on . - [TII Summer PD Series Certificate](https://www.theintentionaliep.com/certificates/summer-series-certificate/) - Completed on . - [TII IEP Writing Completion Certificate](https://www.theintentionaliep.com/certificates/tii-iep-writing-completion-certificate/) - on for a total of 3 credit hours. - [TII Data Collection Completion Certificate](https://www.theintentionaliep.com/certificates/sample-certificate-1/) - on for a total of 2 credit hours. ## Membership Resources - [Yearly IEP Progress Form](https://www.theintentionaliep.com/membership_resources/yearly-iep-progress-form/) - Yearly IEP Data Tracking Sheet - [On and Off Task Data Form](https://www.theintentionaliep.com/membership_resources/on-and-off-task-data-form/) - Data form to Track On/Off Task Behavior - [IEP Goal Data Form](https://www.theintentionaliep.com/membership_resources/iep-goal-data-form/) - Data Sheet to Track IEP Goal Progress - [IEP Meeting Ground Rules](https://www.theintentionaliep.com/membership_resources/iep-meeting-ground-rules/) - Printable Rules to Display and Handout for IEP Meetings - [Lesson Plan Supports for Gen. Ed](https://www.theintentionaliep.com/membership_resources/lesson-plan-supports-for-gen-ed/) - Lesson Planning Document for Gen. Ed - [IEP Goal Progress Monitoring](https://www.theintentionaliep.com/membership_resources/iep-goal-progress-monitoring/) - Data Sheet to Keep Track of IEP Goal Progress - [Substitute Report Sheets](https://www.theintentionaliep.com/membership_resources/substitute-report-sheets/) - Printable Sheet for Subs for Reports - [IEP Goals + Supports at a Glance](https://www.theintentionaliep.com/membership_resources/iep-goals-supports-at-a-glance/) - Recording Sheet for Supports - [Prompt Hierarchy Poster](https://www.theintentionaliep.com/membership_resources/prompt-hierarchy-poster/) - Print and hang in your classroom. Add to your sub + para binders too! - [Acknowledgement of IEP Receipt Form](https://www.theintentionaliep.com/membership_resources/acknowledgement-of-iep-receipt-form/) - Have team members sign when they receive a copy of a student’s new IEP. - [IEP Goal Power Words](https://www.theintentionaliep.com/membership_resources/iep-goal-power-words/) - Use these power words to write IEP goals and present levels. - [My Caseload Snapshot](https://www.theintentionaliep.com/membership_resources/my-caseload-snapshot-2/) - Snapshot for Caseload of Students - [Para Interest Survey](https://www.theintentionaliep.com/membership_resources/para-interest-survey/) - Survey to Use with Paras or Other Staff to Learn More About Them - [Goal Progress Chart](https://www.theintentionaliep.com/membership_resources/goal-progress-chart/) - Printable Goal Chart to Track Student Progress - [RTI Tiers Poster](https://www.theintentionaliep.com/membership_resources/rti-tiers-poster/) - Response to Intervention Tiers Poster - [Student Independence Observation Form](https://www.theintentionaliep.com/membership_resources/student-independence-observation-form/) - Observation Form for Students and Data Collection - [Self Awareness Journal (Elementary)](https://www.theintentionaliep.com/membership_resources/self-awareness-journal-elementary/) - 60 Day Journal with Guided Prompts for Your Students to Practice and Grow their Self-Awareness - [Adjusting IEP Goals](https://www.theintentionaliep.com/membership_resources/adjusting-iep-goals/) - Printable Document to Identify Potential Adjustments to Current IEP Goal - [Teacher Self-Reflection](https://www.theintentionaliep.com/membership_resources/teacher-self-reflection/) - Survey for teachers to self-reflect on their strengths and areas of improvement - [ESY Decision Making Guide](https://www.theintentionaliep.com/membership_resources/esy-decision-making-guide/) - Printable form to help guide ESY decision making - [IEP Timelines](https://www.theintentionaliep.com/membership_resources/iep-timelines/) - General document showcasing IEP timelines. - [IEP Team Contact Info](https://www.theintentionaliep.com/membership_resources/iep-team-contact-info-2/) - Keep track of who is on a child’s IEP team + what their contact info is. - [Editable Prior Written Notice](https://www.theintentionaliep.com/membership_resources/editable-prior-written-notice/) - Use to write your PWNs. Editable in PowerPoint. - [Input Form Sticker](https://www.theintentionaliep.com/membership_resources/input-form-sticker/) - Print on Avery labels and adhere to the folder you send input forms out in. - [Monthly IEP Service Minute Form](https://www.theintentionaliep.com/membership_resources/monthly-iep-service-minute-form/) - Use to document service minutes monthly. - [Moving IEP Checklist (For Parents)](https://www.theintentionaliep.com/membership_resources/moving-iep-checklist-for-parents/) - A checklist for parents to help in transferring their child’s IEP from one school to another. - [IEP Goal Action Verbs List](https://www.theintentionaliep.com/membership_resources/iep-goal-action-verbs-list/) - Action verb list to help you write IEP goals. - [IEP Goal Verbs](https://www.theintentionaliep.com/membership_resources/iep-goal-verbs/) - Use to help you in writing the transition section of an IEP. - [IEP Calendar](https://www.theintentionaliep.com/membership_resources/iep-calendar/) - Printable save the dates for IEP meetings. - [Data Shortcuts](https://www.theintentionaliep.com/membership_resources/data-shortcuts-2/) - Simple shortcuts to make data collection simple. - [SPED Acronym List](https://www.theintentionaliep.com/membership_resources/sped-acronym-list/) - Print to share with families or put in sub + para binders. - [A.T Technology Use Form](https://www.theintentionaliep.com/membership_resources/a-t-technology-use-form/) - Use to document what Assistive Technology is being used. - [A.T Request Form](https://www.theintentionaliep.com/membership_resources/a-t-request-form/) - Use to request Assistive Technology services for a student. - [A.T Plan Survey](https://www.theintentionaliep.com/membership_resources/a-t-plan-survey/) - Use to document how an Assistive Tech plan is or is not working. - [Behavior Think Sheets](https://www.theintentionaliep.com/membership_resources/behavior-think-sheets/) - Behavior reflection sheets for students - [IEP Audit Forms](https://www.theintentionaliep.com/membership_resources/iep-audit-forms/) - Forms for IEP Compliance - [IEP Process Posters](https://www.theintentionaliep.com/membership_resources/iep-process-posters/) - The referral timeline for the IEP Process - [Draft IEP Parent Concerns Letter](https://www.theintentionaliep.com/membership_resources/draft-iep-parent-concerns-letter/) - Attach this letter when sending home a draft IEP - [Related Services Spreadsheet](https://www.theintentionaliep.com/membership_resources/related-services-spreadsheet/) - Spreadsheet to Stay Organized with Services for your Students - [New Student Questionnaire](https://www.theintentionaliep.com/membership_resources/new-student-questionnaire/) - Detailed Form to Use for New Students - [Manifestation Determination Forms](https://www.theintentionaliep.com/membership_resources/manifestation-determination-formsx/) - [Authorization to Release Info Form](https://www.theintentionaliep.com/membership_resources/authorization-to-release-info-form/) - [IEP Goal Determination Worksheet](https://www.theintentionaliep.com/membership_resources/iep-goal-determination-worksheet/) - Determination for IEP Goals - [Foundational Skills Worksheet](https://www.theintentionaliep.com/membership_resources/foundational-skills-worksheet/) - Skill list to assess foundational skills - [Lunch Observation Form](https://www.theintentionaliep.com/membership_resources/lunch-observation-form/) - Form to observe student behavior's during lunch - [Recess Observation Form](https://www.theintentionaliep.com/membership_resources/recess-observation-form/) - Observation form for students behavior during recess - [Virtual IEP Meeting Kit](https://www.theintentionaliep.com/membership_resources/virtual-iep-meeting-kit/) - A checklist to help teachers and parents navigate virtual IEP meetings - [Disability Category Brochures](https://www.theintentionaliep.com/membership_resources/https-drive-google-com-file-d-1danckdyolqukgshsyifdmk2dewfkkthy-viewuspdrive_link/) - 13 brochures, one for each disability category. Great to share with parents + team members. - [Service Minutes Log](https://www.theintentionaliep.com/membership_resources/service-minutes-log/) - Log to Individually Track Students Service Minutes - [Skill Tracking Data Sheet](https://www.theintentionaliep.com/membership_resources/skill-tracking-data-sheet/) - Printable Data Sheet to Track Skills with Accuracy - [Emotions Check-in Chart](https://www.theintentionaliep.com/membership_resources/emotions-check-in-chart/) - Printable Chart for Students - [Email Templates](https://www.theintentionaliep.com/membership_resources/email-templates/) - Document with Email Templates to Customize - [Membership Binder](https://www.theintentionaliep.com/membership_resources/membership-binder/) - Binder cover + spines to make a binder to store all of your TII member resources. - [Meeting In Progress Door Sign](https://www.theintentionaliep.com/membership_resources/meeting-in-progress-door-sign/) - Use so adults + students know that you are in a meeting and not to enter at this time. - [Maslow Poster](https://www.theintentionaliep.com/membership_resources/maslow-poster/) - Print + display or share with team members. - [Lesson Plan Template](https://www.theintentionaliep.com/membership_resources/lesson-plan-template/) - Daily and Weekly Lesson Plan Templates - [Intervention Log](https://www.theintentionaliep.com/membership_resources/intervention-log/) - A Log to Keep Track of Concerns and Interventions Used. - [IEP Writing Questions](https://www.theintentionaliep.com/membership_resources/iep-writing-questions/) - Questions to ask to Assist with Writing IEPs - [IEP Writing Affirmations](https://www.theintentionaliep.com/membership_resources/iep-writing-affirmations/) - Printable Affirmation Posters for IEP Writing - [IEP vs. 504 Flipbook](https://www.theintentionaliep.com/membership_resources/iep-vs-504-flipbook/) - IEP VS. 504 Flipbook - [IEP Snapshot](https://www.theintentionaliep.com/membership_resources/iep-snapshot/) - A simple IEP snapshot to share important IEP details on one page with team members. - [IEP Service Log](https://www.theintentionaliep.com/membership_resources/iep-service-log/) - Progress Form for IEP Goals - [IEP Meeting Thank You Cards](https://www.theintentionaliep.com/membership_resources/iep-meeting-thank-you-cards/) - Printable thank you cards to send after an IEP meeting. - [IEP Meeting Sticky Note](https://www.theintentionaliep.com/membership_resources/iep-meeting-sticky-note/) - Sticky note reminders for IEP meetings. - [IEP Meeting Save the Dates](https://www.theintentionaliep.com/membership_resources/iep-meeting-save-the-dates/) - Printable save the dates for IEP meetings. - [IEP Impact Statements ](https://www.theintentionaliep.com/membership_resources/iep-impact-statements/) - Formula to Write an IEP Impact Statement - [IEP Handbook](https://www.theintentionaliep.com/membership_resources/iep-handbook/) - Create your own IEP Handbook with these binder divider pages and guided instructions (video and text). - [IEP Goals at a Glance](https://www.theintentionaliep.com/membership_resources/iep-goals-at-a-glance/) - Use to provide a quick glance of what goals and supports a student has. - [IEP Goals and Lesson Planning Data Sheet](https://www.theintentionaliep.com/membership_resources/iep-goals-and-lesson-planning-data-sheet/) - Use to plan out your instruction, including teaching to IEP goals - [IEP Goal Progress Data Sheet](https://www.theintentionaliep.com/membership_resources/iep-goal-progress-data-sheet/) - Progress Form for IEP Goals - [IEP Goal Mastery Data Sheet](https://www.theintentionaliep.com/membership_resources/iep-goal-mastery-data-sheet/) - Data Sheet for Recording Goal Mastery - [IEP Goal Formulas](https://www.theintentionaliep.com/membership_resources/iep-goal-formulas/) - 3 different IEP goal formulas you can use to have top notch IEP goals. - [IEP Concerns + Discussion Parking Lot](https://www.theintentionaliep.com/membership_resources/iep-concerns-discussion-parking-lot/) - Form for IEP Meeting to Record Concerns + Discussions - [IEP Brochure Bundle](https://www.theintentionaliep.com/membership_resources/iep-brochure-bundle/) - Multiple brochures to explain different parts of IEPs. Print ready to share with parents! - [ESY IEP Goal Data Sheet](https://www.theintentionaliep.com/membership_resources/esy-iep-goal-data-sheet/) - Data sheet for Extended School Year, with covers. - [End of the Year Audit Form](https://www.theintentionaliep.com/membership_resources/end-of-the-year-audit-form/) - Audit Your IEP + Student Files - [Disability Category List](https://www.theintentionaliep.com/membership_resources/disability-category-list/) - Printable list of all 13 disability categories. - [Digital Data QR Sheet ](https://www.theintentionaliep.com/membership_resources/digital-data-qr-sheet/) - Use to create your QR code PDF pages for digital data collection. - [Data Sticky Notes](https://www.theintentionaliep.com/membership_resources/data-sticky-notes/) - Templates for Data Collection on Sticky Notes - [Confidentiality Statement](https://www.theintentionaliep.com/membership_resources/confidentiality-statement/) - Confidentiality Notice Form - [Collaboration Forms](https://www.theintentionaliep.com/membership_resources/collaboration-forms/) - Use in collaboration with the General ed Teachers you work with. - [Classroom Sign-in Form](https://www.theintentionaliep.com/membership_resources/classroom-sign-in-form/) - Service provider sign in for your classroom. - [Blank Placement Determination Form](https://www.theintentionaliep.com/membership_resources/blank-placement-determination-form/) - Blank Form for Placement - [Bell Curve Poster](https://www.theintentionaliep.com/membership_resources/bell-curve-poster/) - Print + use during IEP meetings to explain evaluation data + results. - [Behavior Strategy Rings](https://www.theintentionaliep.com/membership_resources/behavior-strategy-rings/) - Behavior Strategies to Place on Rings - [Attendance Tracker](https://www.theintentionaliep.com/membership_resources/attendance-tracker/) - Document a student’s attendance record. - [Arrival + Dismissal Participation Forms](https://www.theintentionaliep.com/membership_resources/arrival-dismissal-participation-forms/) - Document student participation during arrival and dismissal times. - [Alternative State Frameworks](https://www.theintentionaliep.com/membership_resources/alternative-state-frameworks/) - Links for Alternate Programs by State - [Accommodations at a Glance](https://www.theintentionaliep.com/membership_resources/accommodations-at-a-glance/) - Use to keep track of + share a student’s accommodations at a glance. - [Accomm. + Modif. Booklet](https://www.theintentionaliep.com/membership_resources/accomm-modif-booklet/) - Booklet of accommodation and modification breakdowns. - [Accomm + 9 Types Adaptations List](https://www.theintentionaliep.com/membership_resources/accomm-9-types-adaptations-list/) - Poster with Types of Adaptions - [A.T App Consideration Form](https://www.theintentionaliep.com/membership_resources/a-t-app-consideration-form/) - Use to document what apps have been considered for Assistive Tech devices. - [1 and 3 Year Timelines](https://www.theintentionaliep.com/membership_resources/1-and-3-year-timelines/) - What happens every 1 and 3 years? - [Para IEP Questionairre ](https://www.theintentionaliep.com/membership_resources/para-iep-questionairre/) - Use to collect important data from the paras in your classroom. - [Student Safety Plan ](https://www.theintentionaliep.com/membership_resources/student-safety-plan/) - Form for Developing Safety Plan for Students - [Sensory Diet at a Glance](https://www.theintentionaliep.com/membership_resources/sensory-diet-at-a-glance/) - At a Glance Form to Help Dysregulated Students - [Student Vision Statement Worksheet ](https://www.theintentionaliep.com/membership_resources/student-vision-statement-worksheet/) - Worksheet to highlight student’s strengths and assist in creating a vision statement - [Transition Planner](https://www.theintentionaliep.com/membership_resources/transition-planner/) - Informal transition survey for each of the 4 IEP transition domains. - [Sticky Note IEP Checklist](https://www.theintentionaliep.com/membership_resources/sticky-note-iep-checklist/) - Includes 3 sticky note IEP checklists with printable sticky note template. - [Student Survey](https://www.theintentionaliep.com/membership_resources/student-survey/) - Use to get data from the student on their interests + thoughts. - [Student Skill Data Tracking Sheet](https://www.theintentionaliep.com/membership_resources/student-skill-data-tracking-sheet/) - Data Sheet to Track Each Student’s Skill Progress - [My Caseload Snapshot](https://www.theintentionaliep.com/membership_resources/my-caseload-snapshot/) - Snapshot for Caseload of Students - [Student Achievement Rubrics](https://www.theintentionaliep.com/membership_resources/student-achievement-rubrics/) - Rubric to Assess Student Achievement - [Top Hang Folder Dividers](https://www.theintentionaliep.com/membership_resources/top-hang-folder-dividers/) - Labels for Top Hang Folders - [Record Review Form](https://www.theintentionaliep.com/membership_resources/record-review-form/) - Quick Sheet for Student’s Records - [Parent Conference Forms](https://www.theintentionaliep.com/membership_resources/parent-conference-forms/) - Form for Parents to Complete for Conferences - [State Standards List](https://www.theintentionaliep.com/membership_resources/state-standards-list/) - Links for Alternate Standards by State - [SPED Door Signs](https://www.theintentionaliep.com/membership_resources/sped-door-signs/) - Signs to Hang on Classroom + Office Doors - [IEP Goal Progress Form](https://www.theintentionaliep.com/membership_resources/iep-goal-progress-form/) - Progress Form for IEP Goals - [I Am The IEP Photo Template](https://www.theintentionaliep.com/membership_resources/i-am-the-iep-photo-template/) - Photo Template to Display at IEP Meetings - [Parent Teacher Conference Forms](https://www.theintentionaliep.com/membership_resources/parent-teacher-conference-forms/) - Forms for Parent Teacher Conferences - [SDI Data Tracking Sheet](https://www.theintentionaliep.com/membership_resources/sdi-data-tracking-sheet/) - Track and plan when and how frequently you will do SDI - [Third Party Billing](https://www.theintentionaliep.com/membership_resources/third-party-billing/) - Use to keep track of submitted third party billing - [Transition Skills (Grade Level)](https://www.theintentionaliep.com/membership_resources/transition-skills-grade-level/) - Possible transition activities for students in Early Ed through High School. - [Suggested Transition Activities](https://www.theintentionaliep.com/membership_resources/suggested-transition-activities/) - Transition activities broken down into grades 7/8, 9/10, and 11/12. - [Parent Transition Assessment](https://www.theintentionaliep.com/membership_resources/parent-transition-assessment/) - 3-page printable assessment for parents during Transition Planning. - [Parent Transition Letter](https://www.theintentionaliep.com/membership_resources/parent-transition-letter/) - Editable letter to send to parents before or at the beginning of Transition Planning. - [Priorities List](https://www.theintentionaliep.com/membership_resources/priorities-list/) - Brain dump your to do list + prioritize what needs done first. - [Procedural Safeguards at a Glance](https://www.theintentionaliep.com/membership_resources/procedural-safeguards-at-a-glance/) - Procedural Safeguards info for teachers. - [Placement Determination Form](https://www.theintentionaliep.com/membership_resources/placement-determination-form/) - Use to help with LRE determination. Includes LRE poster. - [Transition Checklist](https://www.theintentionaliep.com/membership_resources/transition-checklist/) - Use to help you in writing the transition section of an IEP. - [Para Input Form](https://www.theintentionaliep.com/membership_resources/para-input-form/) - Use to collect important data from the paras in your classroom. - [IEP Meeting Sign-in Form](https://www.theintentionaliep.com/membership_resources/iep-meeting-sign-in-form/) - An attendance form to document who attended an IEP meeting. - [Professional Development Log](https://www.theintentionaliep.com/membership_resources/professional-development-log/) - Document what PDs you’ve attended, when, and how long it was. - [Parent IEP Checklist](https://www.theintentionaliep.com/membership_resources/parent-iep-checklist/) - Checklist for parents to make sure the IEP includes everything it should - [Quarterly Scheduling Calendars](https://www.theintentionaliep.com/membership_resources/quarterly-scheduling-calendars/) - Quarterly calendars to help you keep track of IEP due dates. - [Student Health Log](https://www.theintentionaliep.com/membership_resources/student-health-log/) - Keep track of student health with this form. - [Weekly IEP Service Minute Form](https://www.theintentionaliep.com/membership_resources/weekly-iep-service-minute-form/) - Use to document weekly service minutes. - [Skill Sequence](https://www.theintentionaliep.com/membership_resources/skill-sequence/) - Sequence of basic skills list. - [Related Services Reminder Card](https://www.theintentionaliep.com/membership_resources/related-services-reminder-card/) - Use with students to provide them with reminders for related service times. - [TII Member Binder Cover](https://www.theintentionaliep.com/membership_resources/tii-member-binder-cover/) - Binder cover + spines to make a binder to store all of your TII member resources. - [Invite to IEP Meeting List](https://www.theintentionaliep.com/membership_resources/invite-to-iep-meeting-list/) - Who needs invited to each student’s IEP meeting? Here’s your list. - [Bathroom Data Sheets](https://www.theintentionaliep.com/membership_resources/bathroom-data-sheets/) - Document bathroom use data. - [Parent Contact Log](https://www.theintentionaliep.com/membership_resources/parent-contact-log/) - Keep track of communication with parents. - [Weekly Planner](https://www.theintentionaliep.com/membership_resources/weekly-planner/) - Use to plan your weeks and set your goals for the week. - [Draft IEP Stickers](https://www.theintentionaliep.com/membership_resources/draft-iep-stickers/) - Print on Avery labels and add to your draft IEPs. - [Services Sign in Form](https://www.theintentionaliep.com/membership_resources/services-sign-in-form/) - Have service providers fill out when they enter + leave your room to track service minutes. - [Scheduling Calendars](https://www.theintentionaliep.com/membership_resources/scheduling-calendars/) - Use to keep track of when IEPs on your caseload are due and other important dates. ## Domains - [Written Expression](https://www.theintentionaliep.com/tie_domains/written-expression/) - Using written language to communicate; writing, typing, persuasion, explanation, communication - [Writing](https://www.theintentionaliep.com/tie_domains/writing/) - Expression of language with utensils or technology; use of writing tools, letter formation, words, sentences, organized paragraphs, expression - [Work Habits](https://www.theintentionaliep.com/tie_domains/work-habits/) - Skills which are essential to thrive within the work environment; self regulation, initiating tasks, following directives, communication with peers, following schedules, adhering to guidelines - [Vocational](https://www.theintentionaliep.com/tie_domains/vocational/) - Skills which are essential to participate in the work force; following expectations, communication, interaction with peers, learning trades and skills - [Vision](https://www.theintentionaliep.com/tie_domains/vision/) - Interacting with the environment with available senses and using strengths; reading, task completion, navigation, communication, independence - [Transition in School](https://www.theintentionaliep.com/tie_domains/transition-in-school/) - Studying the transition to self-advocacy and integration within the community - [Transition](https://www.theintentionaliep.com/tie_domains/transition/) - Ending one task and beginning another; self regulation, emotional regulation, self soothing, contingencies, following directions, participating in routines, understanding schedules - [Technology](https://www.theintentionaliep.com/tie_domains/technology/) - Understanding and using technological items; tablets, computers, keyboard, mouse, monitor, headphones, microphones; navigating web browsers, research, communication - [Study Skills](https://www.theintentionaliep.com/tie_domains/study-skills/) - Skills which assist with effective learning; memorization, recalling, comprehension, time management, organization, research, note taking - [Speech](https://www.theintentionaliep.com/tie_domains/speech/) - Words or sounds which are vocalized meaningfully; communication, articulation, fluency, rhythm - [Social Studies/History](https://www.theintentionaliep.com/tie_domains/social-studies-history/) - Study of the past and present; geography, politics, government - [Social Skills](https://www.theintentionaliep.com/tie_domains/social-skills/) - Essential skills for maintaining meaningful relationships and interactions with others; self regulation, emotional regulation, conflict resolution, sharing items and experiences, joint attention, acknowledgement - [Social Emotional](https://www.theintentionaliep.com/tie_domains/social-emotional/) - Identification and understanding of socialization and emotions; self regulation, self soothing, communication, conflict resolution, play, friendships - [Science](https://www.theintentionaliep.com/tie_domains/science/) - Studying the physical and natural environment; observation, inferencing, experimenting, hypothesizing - [Sensory Integration](https://www.theintentionaliep.com/tie_domains/sensory-integration/) - Combining sensory needs with activities in order to enhance learning; movement, sounds, speech, touch, balance, awareness of space - [Self Awareness](https://www.theintentionaliep.com/tie_domains/self-awareness/) - Awareness of oneself as it relates to the environment; feelings, emotional regulation, communication of wants and needs, maintaining safety, recognizing consequences - [Safety](https://www.theintentionaliep.com/tie_domains/safety/) - Awareness of how to navigate the environment without injury to oneself or others; following rules, emotional regulation, social skills, communication - [Play](https://www.theintentionaliep.com/tie_domains/play-2/) - Engaging in activities for enjoyment rather than to meet a given objective; individual, parallel, joint, imaginative; socialization, communication, emotional regulation - [Reading](https://www.theintentionaliep.com/tie_domains/reading/) - Understanding of written words and their meanings; alphabet, high-frequency words, sentences, paragraphs, comparing, contrasting, forming opinions, explaining - [Pre-Vocational](https://www.theintentionaliep.com/tie_domains/pre-vocational/) - Skills which are essential to prepare to enter the workforce and/or integrate into the community; following schedules and procedures, preparing resumes and portfolios, communication with peers, interviews - [Physical Therapy](https://www.theintentionaliep.com/tie_domains/physical-therapy/) - Therapeutic interventions to remediate deficits in gross motor skills; navigating the environment, balancing, sitting, standing - [Occupational Therapy](https://www.theintentionaliep.com/tie_domains/occupational-therapy-2/) - Therapeutic interventions to remediate deficits in fine motor skills and skills essential for daily living; grasp, feeding, writing, dressing, bathroom usage - [Mathematics](https://www.theintentionaliep.com/tie_domains/mathematics/) - Study and application of numbers, counting, patterns, space, measurement - [Literature](https://www.theintentionaliep.com/tie_domains/literature/) - Bodies of text; fiction, nonfiction; comprehension, application, demonstration of understanding, forming opinions - [Life Skills](https://www.theintentionaliep.com/tie_domains/life-skills/) - Skills which can help individuals thrive in their every day life; cooking, cleaning, following schedules, interactions within the community, communication, safety - [Language](https://www.theintentionaliep.com/tie_domains/language/) - Written or symbolic communication; alphabet, phonemes, phonetic awareness, high-frequency words - [Independent Functioning](https://www.theintentionaliep.com/tie_domains/independent-functioning/) - Interacting with the environment independently to care for oneself; opening packages, eating, using the bathroom, following directions, participation, following routines, transitions, self-soothing, communication, socialization - [Gross Motor](https://www.theintentionaliep.com/tie_domains/gross-motor/) - Coordination of large muscle movements; arms, legs, trunk; rolling over, sitting, standing, balancing, crawling, walking, running, jumping, climbing, twisting - [Fine Motor](https://www.theintentionaliep.com/tie_domains/fine-motor/) - Coordination of small muscle movements; eyes, fingers, toes, lips, wrists, tongue; eating, grasping, eye gaze - [Executive Functioning](https://www.theintentionaliep.com/tie_domains/executive-functioning/) - Essential skills for daily living; self-awareness, inhibition, working memory, emotional regulation, self motivation, planning, problem solving - [English Language Arts](https://www.theintentionaliep.com/tie_domains/english-language-arts/) - Study of the English language and how it is used; reading, comprehension, listening, speaking, writing - [Emotional Regulation](https://www.theintentionaliep.com/tie_domains/emotional-regulation/) - Recognizing and controlling feelings and emotions; soothing, identifying feelings, explaining feelings, conflict resolution, communication, replacement behaviors - [Deaf/Hard of Hearing](https://www.theintentionaliep.com/tie_domains/deaf-hard-of-hearing/) - Interacting with the environment meaningfully with available senses and utilizing strengths; navigation, comprehension, communication, socialization - [Core Vocabulary](https://www.theintentionaliep.com/tie_domains/core-vocabulary/) - Essential words used in daily living; making requests, responding, symbols, abstract images, icons, pictures, forming sentences - [Cooking](https://www.theintentionaliep.com/tie_domains/cooking/) - Preparation of food for oneself or others; interacting within the kitchen, safety, identification of ingredients, using tools, following directions - [Communication](https://www.theintentionaliep.com/tie_domains/communication/) - Expression with others; socialization, wants and needs, assistive technology, making requests - [Cognitive Skills](https://www.theintentionaliep.com/tie_domains/cognitive-skills/) - Essential skills for thriving within the environment; attention, response, processing, flexibility, memory, categorization, pattern recognition - [Blind/Visual Impairment](https://www.theintentionaliep.com/tie_domains/blind-visual-impairment/) - Interacting with the environment with the available senses and utilizing strengths; reading, comprehension, access to environment, navigation, self-care - [Behavior](https://www.theintentionaliep.com/tie_domains/behavior/) - Communicating feelings; regulation, soothing, redirection, increase desired, decrease undesired, safety, socialization - [Adaptive Skills](https://www.theintentionaliep.com/tie_domains/adaptive-skills/) - Essential skills for everyday living and basic needs; socializing, problem solving, interacting with the environment, self care, decision making, communication ## Testimonials - [Jessica R.](https://www.theintentionaliep.com/tiiep_testimonial/jessica-r/) - Before joining The Intentional IEP, I had a “fly by the seat” approach to writing IEPs. We were not given the writing tools to create a simple and effective IEP for students and parents in college, but The Intentional IEP made it easier for me to write authentic SMART goals that are based on student - [Jennifer J.](https://www.theintentionaliep.com/tiiep_testimonial/jennifer-j/) - Thanks to The Intentional IEP, I went from feeling frustrated and burnt out – ready to leave education – to feeling a glimmer of hope and a supported plan of attack. This is the level and type of training that should be provided to new SPED teachers. - [Emma S.](https://www.theintentionaliep.com/tiiep_testimonial/emma-s/) - Before The Intentional IEP, I was stressed because I felt rushed, I didn't feel confident in my data tracking for the present levels, and I felt like my goals weren't always strong enough. Now I feel confident that I can write strong IEPs, have them done in an ample amount of time, and will have - [Cortnie C.](https://www.theintentionaliep.com/tiiep_testimonial/cortnie-c/) - My IEP writing system has become what I’ve always wanted it to be – consistent and organized. I’ve got my meetings planned out with a manageable timeline that helps me stay organized and feel less anxious, while helping families be involved because it’s got them and their input in front. - [The Musical Speducator](https://www.theintentionaliep.com/tiiep_testimonial/the-musical-speducator/) - I love this as I start getting ready for another year of ARDs. This makes it so much easier to keep track of all of my data and information. It also really helps me to remember everything that I need to have together for every ARD - [Tia MacIsaac](https://www.theintentionaliep.com/tiiep_testimonial/tia-macisaac/) - I’m a first-time teacher, and I need all the tools I can to make this more manageable. The IEP Matrix exceeded my expectations. I planned to use it to help me find the right goal that gives my student an area of growth from their present levels. I love how easy it is to use! - [Neeley W.](https://www.theintentionaliep.com/tiiep_testimonial/neeley-w/) - It is very organized and easy to read. I feel I could easily align this with our state standards. I appreciate the links and connections for materials. I really feel this matrix can help me be more organized in my IEP writing and choosing which standards to focus on with my students. - [Jennifer L.](https://www.theintentionaliep.com/tiiep_testimonial/jennifer-l/) - I felt like the progression of skills included in resource was very helpful and gave me a clear starting point as well as where we would like to end up. Teaching multiple grade levels and having my students for years it is nice to be able to pinpoint where they are and what they are working toward. The linked - [Hannah](https://www.theintentionaliep.com/tiiep_testimonial/hannah/) - This is amazing! Going into my third year of teaching, I have always struggled to stay organized with teh paperwork side of special Ed. I'm so excited for this resource. Its ability to be edited is my favorite. - [Bethany D.](https://www.theintentionaliep.com/tiiep_testimonial/bethany-d/) - I am loving the pre-requisites! THIS is going to help me and my team so much- we are moving towards co-planning to meet the needs of all learners and as the SPED teacher on the teams, it’s my job to identify ways that we can represent materials differently as well as ways to boost those (prerequisite) - [Alexis Davis](https://www.theintentionaliep.com/tiiep_testimonial/alexis-davis/) - As a special education teacher, I’m always looking for new information and strategies to help me become a better Sped teacher. The IEP Matrix is very helpful because of having different strategies and lessons for the different diverse learners in my sped classroom. I love that the Matrix touched on the ELA learners with expressive - [Alecia A.](https://www.theintentionaliep.com/tiiep_testimonial/alecia-a/) - The endless access and support articles you receive with this program provide an invaluable resource to support needs now and in the future. When new things come up or I need a refresher this is one of the first places I turn to. - [Amy D.](https://www.theintentionaliep.com/tiiep_testimonial/amy-d/) - Although I am a very organized person and feel like I had a good system before the program, my IEP writing system has become even more organized! I feel like it’s a method, and I follow that method each time I am writing an IEP. ## Podcasts - [Test Podcast 1](https://www.theintentionaliep.com/podcast/test-podcast-1/) - You really think you can fly that thing? Must go faster. I gave it a cold? I gave it a virus. A computer virus. What do they got in there? King Kong? Checkmate… You know what? It is beets. I’ve crashed into a beet truck. We gotta burn the rain forest, dump toxic waste, pollute the air, and rip up the OZONE! ‘Cause maybe if we screw up this planet enough, they won’t want it anymore! - [Test Podcast 2](https://www.theintentionaliep.com/podcast/test-podcast-2/) - You really think you can fly that thing? Must go faster. I gave it a cold? I gave it a virus. A computer virus. What do they got in there? King Kong? Checkmate… You know what? It is beets. I’ve crashed into a beet truck. We gotta burn the rain forest, dump toxic waste, pollute - [Test Podcast 3](https://www.theintentionaliep.com/podcast/test-podcast-3/) - You really think you can fly that thing? Must go faster. I gave it a cold? I gave it a virus. A computer virus. What do they got in there? King Kong? Checkmate… You know what? It is beets. I’ve crashed into a beet truck. We gotta burn the rain forest, dump toxic waste, pollute ## Loyalty Vault Resources - [Sample Resource 2](https://www.theintentionaliep.com/loyalty_resources/sample-resource-2/) - [Sample Resource 1](https://www.theintentionaliep.com/loyalty_resources/sample-resource-1/) ## Media Hub - [Data Collection](https://www.theintentionaliep.com/media/106802/) ## Agents - [How to Get an IEP](https://www.theintentionaliep.com/agent/auto-draft-14/) - [Data Collection](https://www.theintentionaliep.com/agent/auto-draft-11/) - [IEP Organization - exclusive agent](https://www.theintentionaliep.com/agent/auto-draft-7/) - [Classroom Setup - exclusive agent](https://www.theintentionaliep.com/agent/auto-draft-10/) - [IEP Goals Aren't Working](https://www.theintentionaliep.com/agent/auto-draft-12/) - [Behaviors](https://www.theintentionaliep.com/agent/auto-draft-13/) - [ESY - exclusive agent](https://www.theintentionaliep.com/agent/auto-draft-8/) - [Effective IEP goals](https://www.theintentionaliep.com/agent/auto-draft/) - [Paperwork Saving Time](https://www.theintentionaliep.com/agent/auto-draft-2/) - [Resources for special education teachers](https://www.theintentionaliep.com/agent/auto-draft-3/) - [Collaborate with parents on IEPs](https://www.theintentionaliep.com/agent/auto-draft-4/) - [Feeling burnt out as a special ed teacher](https://www.theintentionaliep.com/agent/auto-draft-5/) - [IEP training programs](https://www.theintentionaliep.com/agent/auto-draft-6/) - [IEP General Agent](https://www.theintentionaliep.com/agent/132639/) - [New School New IEPs - exclusive agent](https://www.theintentionaliep.com/agent/132714/) - [BTS PREP - exclusive agent](https://www.theintentionaliep.com/agent/auto-draft-9/) ## Categories - [Uncategorized](https://www.theintentionaliep.com/domain/uncategorized/) - [Data Collection](https://www.theintentionaliep.com/domain/data-collection/) - [Team Collaboration](https://www.theintentionaliep.com/domain/team-collaboration/) - [IEP Writing](https://www.theintentionaliep.com/domain/iep-writing/) - [IEP Goals](https://www.theintentionaliep.com/domain/iep-goals/) - [For Parents](https://www.theintentionaliep.com/domain/for-parents/) - [For Students](https://www.theintentionaliep.com/domain/for-students/) - [For Paraprofessionals](https://www.theintentionaliep.com/domain/for-paraprofessionals/) - [For Teachers](https://www.theintentionaliep.com/domain/for-teachers/) - [Transition](https://www.theintentionaliep.com/domain/transition/) - [Related Services](https://www.theintentionaliep.com/domain/related-services/) - [Accommodations and Modifications](https://www.theintentionaliep.com/domain/accommodations-and-modifications/) - [Behavior](https://www.theintentionaliep.com/domain/behavior/) - [Sensory Processing](https://www.theintentionaliep.com/domain/sensory-processing/) - [Evaluations and Testing](https://www.theintentionaliep.com/domain/evaluations-and-testing/) - [IEP Basics](https://www.theintentionaliep.com/domain/iep-basics/) - [Free Download](https://www.theintentionaliep.com/domain/free-download/) - [IEP Organization](https://www.theintentionaliep.com/domain/iep-organization/) - [Documentation](https://www.theintentionaliep.com/domain/documentation/) - [IEP Implementation](https://www.theintentionaliep.com/domain/iep-implementation/) - [Lesson Planning](https://www.theintentionaliep.com/domain/lesson-planning/) - [Gifted Students](https://www.theintentionaliep.com/domain/gifted-students/) - [State Testing and Benchmarks](https://www.theintentionaliep.com/domain/state-testing-and-benchmarks/) - [Post Secondary](https://www.theintentionaliep.com/domain/post-secondary/) - [Grades and Progress Reports](https://www.theintentionaliep.com/domain/grades-and-progress-reports/) - [Specially Designed Instruction](https://www.theintentionaliep.com/domain/specially-designed-instruction/) - [For General Ed Teachers](https://www.theintentionaliep.com/domain/for-general-ed-teachers/) - [IEP Meeting](https://www.theintentionaliep.com/domain/iep-meeting/) - [Inclusive Practices](https://www.theintentionaliep.com/domain/inclusive-practices/) - [Virtual IEP Meetings](https://www.theintentionaliep.com/domain/iep-meeting/virtual-iep-meetings/) ## Tags - [Executive Functioning](https://www.theintentionaliep.com/tag/executive-functioning/) - [Present Levels](https://www.theintentionaliep.com/tag/present-levels/) - [Differentiation](https://www.theintentionaliep.com/tag/differentiation/) - [ESY](https://www.theintentionaliep.com/tag/esy/) - [LRE](https://www.theintentionaliep.com/tag/lre/) - [Amendments](https://www.theintentionaliep.com/tag/amendments/) - [Service Minutes](https://www.theintentionaliep.com/tag/service-minutes/) - [Self Advocacy](https://www.theintentionaliep.com/tag/self-advocacy/) - [Draft IEP](https://www.theintentionaliep.com/tag/draft-iep/) - [Professional Development](https://www.theintentionaliep.com/tag/professional-development/) - [504 Plans](https://www.theintentionaliep.com/tag/504-plans/) - [Scheduling](https://www.theintentionaliep.com/tag/scheduling/) - [AAC and Communication](https://www.theintentionaliep.com/tag/aac-and-communication/) - [Prior Written Notice](https://www.theintentionaliep.com/tag/prior-written-notice/) - [IEP Writing](https://www.theintentionaliep.com/tag/iep-writing/) - [Advice for Parents](https://www.theintentionaliep.com/tag/advice-for-parents/) - [IEP Process](https://www.theintentionaliep.com/tag/iep-process/) - [Progress Monitoring](https://www.theintentionaliep.com/tag/progress-monitoring/) - [IEP Meeting](https://www.theintentionaliep.com/tag/iep-meeting/) - [IEP Implementation](https://www.theintentionaliep.com/tag/iep-implementation/) - [SDI](https://www.theintentionaliep.com/tag/sdi/) - [Trauma Informed Practices](https://www.theintentionaliep.com/tag/trauma-informed-practices/) - [IEP Supports](https://www.theintentionaliep.com/tag/iep-supports/) - [Student Led IEPs](https://www.theintentionaliep.com/tag/student-led-ieps/) - [IEP Goals](https://www.theintentionaliep.com/tag/iep-goals/) - [Teacher Wellness](https://www.theintentionaliep.com/tag/teacher-wellness/) - [Virtual IEP Meetings](https://www.theintentionaliep.com/tag/virtual-iep-meetings/) - [Objectives and Benchmarks](https://www.theintentionaliep.com/tag/objectives-and-benchmarks/) - [Prompting](https://www.theintentionaliep.com/tag/prompting/) - [FBAs and BIPs](https://www.theintentionaliep.com/tag/fbas-and-bips/) - [New Teachers](https://www.theintentionaliep.com/tag/new-teachers/) - [IEP Team](https://www.theintentionaliep.com/tag/iep-team/) - [Transition](https://www.theintentionaliep.com/tag/transition/) - [Caseload Management](https://www.theintentionaliep.com/tag/caseload-management/) - [Digital Data](https://www.theintentionaliep.com/tag/digital-data/) - [Paraprofessionals](https://www.theintentionaliep.com/tag/paraprofessionals/) - [Behavior](https://www.theintentionaliep.com/tag/behavior/) - [Assessments](https://www.theintentionaliep.com/tag/assessments/) - [Data](https://www.theintentionaliep.com/tag/data/) - [FAPE](https://www.theintentionaliep.com/tag/fape/) - [Compensatory education](https://www.theintentionaliep.com/tag/compensatory-education/) - [substitute teacher](https://www.theintentionaliep.com/tag/substitute-teacher/) - [coping strategies](https://www.theintentionaliep.com/tag/coping-strategies/) - [functional skills](https://www.theintentionaliep.com/tag/functional-skills/) - [evaluations](https://www.theintentionaliep.com/tag/evaluations/) - [learning](https://www.theintentionaliep.com/tag/learning/) - [cognitive processes](https://www.theintentionaliep.com/tag/cognitive-processes/) - [stims](https://www.theintentionaliep.com/tag/stims/) - [neuro-affirming](https://www.theintentionaliep.com/tag/neuro-affirming/) - [accommodations](https://www.theintentionaliep.com/tag/accommodations/) - [bilingual families](https://www.theintentionaliep.com/tag/bilingual-families/) - [independence](https://www.theintentionaliep.com/tag/independence/) - [lesson plans](https://www.theintentionaliep.com/tag/lesson-plans/) - [iep planner](https://www.theintentionaliep.com/tag/iep-planner/) - [age anchoring](https://www.theintentionaliep.com/tag/age-anchoring/) - [preschool](https://www.theintentionaliep.com/tag/preschool/) - [hygiene](https://www.theintentionaliep.com/tag/hygiene/) - [TIPS AND TRICKS](https://www.theintentionaliep.com/tag/tips-and-tricks/) - [math](https://www.theintentionaliep.com/tag/math/) - [Screeners](https://www.theintentionaliep.com/tag/screeners/) - [Diagnostics](https://www.theintentionaliep.com/tag/diagnostics/) ## Grades - [PREK](https://www.theintentionaliep.com/grade/prek/) - [K](https://www.theintentionaliep.com/grade/k/) - [1st](https://www.theintentionaliep.com/grade/1st/) - [2nd](https://www.theintentionaliep.com/grade/2nd/) - [3rd](https://www.theintentionaliep.com/grade/3rd/) - [4th](https://www.theintentionaliep.com/grade/4th/) - [5th](https://www.theintentionaliep.com/grade/5th/) - [6th](https://www.theintentionaliep.com/grade/6th/) - [7th](https://www.theintentionaliep.com/grade/7th/) - [8th](https://www.theintentionaliep.com/grade/8th/) - [9th](https://www.theintentionaliep.com/grade/9th/) - [10th](https://www.theintentionaliep.com/grade/10th/) - [11th](https://www.theintentionaliep.com/grade/11th/) - [12th](https://www.theintentionaliep.com/grade/12th/) ## Needs - [Science](https://www.theintentionaliep.com/need/science/) - [English Language Arts](https://www.theintentionaliep.com/need/english-language-arts/) - [Emotional Regulation](https://www.theintentionaliep.com/need/emotional-regulation/) - [Attendance / to Task](https://www.theintentionaliep.com/need/attendance-to-task/) - [Social Studies/History](https://www.theintentionaliep.com/need/social-studies-history/) - [Jobs](https://www.theintentionaliep.com/need/jobs/) - [Community Involvement](https://www.theintentionaliep.com/need/community-involvement/) - [Gross Motor](https://www.theintentionaliep.com/need/gross-motor/) - [Fine Motor](https://www.theintentionaliep.com/need/fine-motor/) - [Assistive Technology](https://www.theintentionaliep.com/need/assistive-technology/) - [Safety](https://www.theintentionaliep.com/need/safety/) - [Mathematics](https://www.theintentionaliep.com/need/mathematics/) - [English Langauge Arts](https://www.theintentionaliep.com/need/english-langauge-arts/) - [Computer Skills](https://www.theintentionaliep.com/need/computer-skills/) - [Social Play](https://www.theintentionaliep.com/need/social-play/) - [Computer Use](https://www.theintentionaliep.com/need/computer-use/) - [Personal Care + Hygiene](https://www.theintentionaliep.com/need/personal-care-hygiene/) - [Technology](https://www.theintentionaliep.com/need/technology/) - [Cooking](https://www.theintentionaliep.com/need/cooking/) - [Reasoning](https://www.theintentionaliep.com/need/reasoning/) - [Math](https://www.theintentionaliep.com/need/math/) - [Expressive Language](https://www.theintentionaliep.com/need/expressive-language/) - [Receptive Language](https://www.theintentionaliep.com/need/receptive-language/) - [Responsibility](https://www.theintentionaliep.com/need/responsibility/) - [Cooking + Feeding](https://www.theintentionaliep.com/need/cooking-feeding/) - [Social Studies/Psychology](https://www.theintentionaliep.com/need/social-studies-psychology/) - [Interpersonal Skills](https://www.theintentionaliep.com/need/interpersonal-skills/) - [Social Studies/Sociology](https://www.theintentionaliep.com/need/social-studies-sociology/) - [Work Habits / Transition in School](https://www.theintentionaliep.com/need/work-habits-transition-in-school/) - [Auditory Processing](https://www.theintentionaliep.com/need/auditory-processing/) - [Choice + Decision Making](https://www.theintentionaliep.com/need/choice-decision-making/) - [Cleaning](https://www.theintentionaliep.com/need/cleaning/) - [College Readiness](https://www.theintentionaliep.com/need/college-readiness/) - [Communication](https://www.theintentionaliep.com/need/communication/) - [Environmental Print](https://www.theintentionaliep.com/need/environmental-print/) - [Goal Setting](https://www.theintentionaliep.com/need/goal-setting/) - [IEP Involvement](https://www.theintentionaliep.com/need/iep-involvement/) - [Imagination](https://www.theintentionaliep.com/need/imagination/) - [Imitation + Make Believe](https://www.theintentionaliep.com/need/imitation-make-believe/) - [Impulsivity](https://www.theintentionaliep.com/need/impulsivity/) - [Keyboarding](https://www.theintentionaliep.com/need/keyboarding/) - [Language Acquisition](https://www.theintentionaliep.com/need/language-acquisition/) - [Listening + Understanding](https://www.theintentionaliep.com/need/listening-understanding/) - [Money Management](https://www.theintentionaliep.com/need/money-management/) - [Organization](https://www.theintentionaliep.com/need/organization/) - [Problem Solving](https://www.theintentionaliep.com/need/problem-solving/) - [Recreation + Leisure](https://www.theintentionaliep.com/need/recreation-leisure/) - [Routines + Directions](https://www.theintentionaliep.com/need/routines-directions/) - [Self Advocacy](https://www.theintentionaliep.com/need/self-advocacy/) - [Self Awareness](https://www.theintentionaliep.com/need/self-awareness/) - [Sensory Processing](https://www.theintentionaliep.com/need/sensory-processing/) - [Sequential Reasoning](https://www.theintentionaliep.com/need/sequential-reasoning/) - [Social Skills](https://www.theintentionaliep.com/need/social-skills/) - [Study Skills](https://www.theintentionaliep.com/need/study-skills/) - [Time Management](https://www.theintentionaliep.com/need/time-management/) - [Visual Processing](https://www.theintentionaliep.com/need/visual-processing/) ## Parent Needs - [Learning Need](https://www.theintentionaliep.com/parent_need/learning-need/) - [Executive Functioning](https://www.theintentionaliep.com/parent_need/executive-functioning/) - [Behavior / Social Emotional](https://www.theintentionaliep.com/parent_need/behavior-social-emotional/) - [Transition + Vocational](https://www.theintentionaliep.com/parent_need/transition-vocational/) - [Life Skills / Adaptive Skills / Independence](https://www.theintentionaliep.com/parent_need/life-skills-adaptive-skills-independence/) - [Motor Development](https://www.theintentionaliep.com/parent_need/motor-development/) - [Communication / Speech](https://www.theintentionaliep.com/parent_need/communication-speech/) - [Technology](https://www.theintentionaliep.com/parent_need/technology/) - [Play](https://www.theintentionaliep.com/parent_need/play/) - [Blind / Visual Impairment / Vision](https://www.theintentionaliep.com/parent_need/blind-visual-impairment-vision/) - [Cognitive Development](https://www.theintentionaliep.com/parent_need/cognitive-development/) - [Deaf / Hard of Hearing](https://www.theintentionaliep.com/parent_need/deaf-hard-of-hearing/) - [English Language Arts](https://www.theintentionaliep.com/parent_need/english-language-arts/) ## Sets - [Emotional Development](https://www.theintentionaliep.com/set/emotional-development/) - [Economics](https://www.theintentionaliep.com/set/economics/) - [Foundational Skills](https://www.theintentionaliep.com/set/foundational-skills/) - [History](https://www.theintentionaliep.com/set/history/) - [Interpersonal Skills](https://www.theintentionaliep.com/set/interpersonal-skills/) - [Oral Language](https://www.theintentionaliep.com/set/oral-language/) - [Writing/Composition](https://www.theintentionaliep.com/set/writing-composition/) - [Job Search](https://www.theintentionaliep.com/set/job-search/) - [Work Skills](https://www.theintentionaliep.com/set/work-skills/) - [Transportation](https://www.theintentionaliep.com/set/transportation/) - [Coordination](https://www.theintentionaliep.com/set/coordination/) - [Precision + Stability](https://www.theintentionaliep.com/set/precision-stability/) - [Matter + Energy](https://www.theintentionaliep.com/set/matter-energy/) - [Core Vocabulary](https://www.theintentionaliep.com/set/core-vocabulary/) - [Earth + Space](https://www.theintentionaliep.com/set/earth-space/) - [Shopping](https://www.theintentionaliep.com/set/shopping/) - [Personal Safety](https://www.theintentionaliep.com/set/personal-safety/) - [Measurement](https://www.theintentionaliep.com/set/measurement/) - [Interviews](https://www.theintentionaliep.com/set/interviews/) - [Number Concepts + Number Sense](https://www.theintentionaliep.com/set/number-concepts-number-sense/) - [Internet Use + Safety](https://www.theintentionaliep.com/set/internet-use-safety/) - [Associative Play](https://www.theintentionaliep.com/set/associative-play/) - [At School](https://www.theintentionaliep.com/set/at-school/) - [Balance](https://www.theintentionaliep.com/set/balance/) - [Basic Computer Skills](https://www.theintentionaliep.com/set/basic-computer-skills/) - [Bathroom](https://www.theintentionaliep.com/set/bathroom/) - [Body awareness](https://www.theintentionaliep.com/set/body-awareness/) - [Braille Machine](https://www.theintentionaliep.com/set/braille-machine/) - [Calculus](https://www.theintentionaliep.com/set/calculus/) - [Civics](https://www.theintentionaliep.com/set/civics/) - [Collaboration](https://www.theintentionaliep.com/set/collaboration/) - [Communication](https://www.theintentionaliep.com/set/communication/) - [Comprehension](https://www.theintentionaliep.com/set/comprehension/) - [Cooking](https://www.theintentionaliep.com/set/cooking/) - [Cooperative Play](https://www.theintentionaliep.com/set/cooperative-play/) - [Core Strength](https://www.theintentionaliep.com/set/core-strength/) - [Cyber Safety](https://www.theintentionaliep.com/set/cyber-safety/) - [Data + Graphs](https://www.theintentionaliep.com/set/data-graphs/) - [Digital Media](https://www.theintentionaliep.com/set/digital-media/) - [Digital Tools](https://www.theintentionaliep.com/set/digital-tools/) - [Dressing](https://www.theintentionaliep.com/set/dressing/) - [Drinking](https://www.theintentionaliep.com/set/drinking/) - [Eating](https://www.theintentionaliep.com/set/eating/) - [Emergencies](https://www.theintentionaliep.com/set/emergencies/) - [Equipment Care](https://www.theintentionaliep.com/set/equipment-care/) - [Financial Literacy](https://www.theintentionaliep.com/set/financial-literacy/) - [Fluid Reasoning](https://www.theintentionaliep.com/set/fluid-reasoning/) - [Force, Motion, + Energy](https://www.theintentionaliep.com/set/force-motion-energy/) - [Geography](https://www.theintentionaliep.com/set/geography/) - [Geometry](https://www.theintentionaliep.com/set/geometry/) - [Hand Dominance](https://www.theintentionaliep.com/set/hand-dominance/) - [Health](https://www.theintentionaliep.com/set/health/) - [Humanities](https://www.theintentionaliep.com/set/humanities/) - [In Community](https://www.theintentionaliep.com/set/in-community/) - [Interpersonal Relationships](https://www.theintentionaliep.com/set/interpersonal-relationships/) - [Joint Play](https://www.theintentionaliep.com/set/joint-play/) - [Keyboarding Skills](https://www.theintentionaliep.com/set/keyboarding-skills/) - [Language Acquistion](https://www.theintentionaliep.com/set/language-acquistion/) - [Mobility Cane](https://www.theintentionaliep.com/set/mobility-cane/) - [Occupied Play](https://www.theintentionaliep.com/set/occupied-play/) - [Onlooker Play](https://www.theintentionaliep.com/set/onlooker-play/) - [Oral](https://www.theintentionaliep.com/set/oral/) - [Oral Langauge](https://www.theintentionaliep.com/set/oral-langauge/) - [Organisms + Environment](https://www.theintentionaliep.com/set/organisms-environment/) - [Parallel Play](https://www.theintentionaliep.com/set/parallel-play/) - [Physical strength](https://www.theintentionaliep.com/set/physical-strength/) - [Planning](https://www.theintentionaliep.com/set/planning/) - [Preparing](https://www.theintentionaliep.com/set/preparing/) - [Presentations](https://www.theintentionaliep.com/set/presentations/) - [Problem Solving](https://www.theintentionaliep.com/set/problem-solving/) - [Psychology](https://www.theintentionaliep.com/set/psychology/) - [Quantitative Reasoning](https://www.theintentionaliep.com/set/quantitative-reasoning/) - [Reaction time](https://www.theintentionaliep.com/set/reaction-time/) - [Receptive Langauge](https://www.theintentionaliep.com/set/receptive-langauge/) - [Relationship with Peers](https://www.theintentionaliep.com/set/relationship-with-peers/) - [Research](https://www.theintentionaliep.com/set/research/) - [Restaurant](https://www.theintentionaliep.com/set/restaurant/) - [Safety](https://www.theintentionaliep.com/set/safety/) - [Self Regulation](https://www.theintentionaliep.com/set/self-regulation/) - [Sequential Reasoning](https://www.theintentionaliep.com/set/sequential-reasoning/) - [Sociology](https://www.theintentionaliep.com/set/sociology/) - [Solitary Play](https://www.theintentionaliep.com/set/solitary-play/) - [Spreadsheets](https://www.theintentionaliep.com/set/spreadsheets/) - [Technology](https://www.theintentionaliep.com/set/technology/) - [Text Structure / Literacy](https://www.theintentionaliep.com/set/text-structure-literacy/) - [Time Management](https://www.theintentionaliep.com/set/time-management/) - [Word Processing](https://www.theintentionaliep.com/set/word-processing/) - [Written](https://www.theintentionaliep.com/set/written/) ## Subsets - [Conflict Resolution](https://www.theintentionaliep.com/subset/conflict-resolution/) - [Phonological Awareness](https://www.theintentionaliep.com/subset/phonological-awareness/) - [Relationships with Peers](https://www.theintentionaliep.com/subset/relationships-with-peers/) - [Self Regulation](https://www.theintentionaliep.com/subset/self-regulation/) - [Spelling](https://www.theintentionaliep.com/subset/spelling/) - [Application](https://www.theintentionaliep.com/subset/application/) - [Author's Purpose](https://www.theintentionaliep.com/subset/authors-purpose/) - [Bicycle](https://www.theintentionaliep.com/subset/bicycle/) - [Bicycle Maintenance](https://www.theintentionaliep.com/subset/bicycle-maintenance/) - [Bilateral coordination](https://www.theintentionaliep.com/subset/bilateral-coordination/) - [Bilateral Hand Coordination](https://www.theintentionaliep.com/subset/bilateral-hand-coordination/) - [Bilateral Hand Movements](https://www.theintentionaliep.com/subset/bilateral-hand-movements/) - [Bus](https://www.theintentionaliep.com/subset/bus/) - [Chemistry](https://www.theintentionaliep.com/subset/chemistry/) - [Classifying](https://www.theintentionaliep.com/subset/classifying/) - [Core Vocabulary](https://www.theintentionaliep.com/subset/core-vocabulary/) - [Earth's Surface + Resources](https://www.theintentionaliep.com/subset/earths-surface-resources/) - [Emergent Literacy](https://www.theintentionaliep.com/subset/emergent-literacy/) - [Emotions + Emotional Intelligence](https://www.theintentionaliep.com/subset/emotions-emotional-intelligence/) - [Flight](https://www.theintentionaliep.com/subset/flight/) - [Fluency](https://www.theintentionaliep.com/subset/fluency/) - [Food](https://www.theintentionaliep.com/subset/food/) - [Grammar](https://www.theintentionaliep.com/subset/grammar/) - [Grasp](https://www.theintentionaliep.com/subset/grasp/) - [Hand Dominance](https://www.theintentionaliep.com/subset/hand-dominance/) - [Hand-eye coordination](https://www.theintentionaliep.com/subset/hand-eye-coordination/) - [Home Safety](https://www.theintentionaliep.com/subset/home-safety/) - [In-Hand Manipulation](https://www.theintentionaliep.com/subset/in-hand-manipulation/) - [Job Search](https://www.theintentionaliep.com/subset/job-search/) - [Job Shadowing](https://www.theintentionaliep.com/subset/job-shadowing/) - [Job Tasks](https://www.theintentionaliep.com/subset/job-tasks/) - [Length](https://www.theintentionaliep.com/subset/length/) - [Maintain Employment](https://www.theintentionaliep.com/subset/maintain-employment/) - [Measurement](https://www.theintentionaliep.com/subset/measurement/) - [Mixtures](https://www.theintentionaliep.com/subset/mixtures/) - [Mock Interview](https://www.theintentionaliep.com/subset/mock-interview/) - [Number Recognition, Counting, Cardinality](https://www.theintentionaliep.com/subset/number-recognition-counting-cardinality/) - [Numbers + Operations](https://www.theintentionaliep.com/subset/numbers-operations/) - [Numbers + Operations in Base 10](https://www.theintentionaliep.com/subset/numbers-operations-in-base-10/) - [Operations + Algebraic Thinking](https://www.theintentionaliep.com/subset/operations-algebraic-thinking/) - [Opposition + Finger Isolation](https://www.theintentionaliep.com/subset/opposition-finger-isolation/) - [Parking](https://www.theintentionaliep.com/subset/parking/) - [Parts of Speech](https://www.theintentionaliep.com/subset/parts-of-speech/) - [Personal Hygiene](https://www.theintentionaliep.com/subset/personal-hygiene/) - [Personal Information](https://www.theintentionaliep.com/subset/personal-information/) - [Phonics + Word Recognition](https://www.theintentionaliep.com/subset/phonics-word-recognition/) - [Place Value, Comparing, Ordering, + Rounding](https://www.theintentionaliep.com/subset/place-value-comparing-ordering-rounding/) - [Punctuation + Capitalizataion](https://www.theintentionaliep.com/subset/punctuation-capitalizataion/) - [Punctuation + Capitalization](https://www.theintentionaliep.com/subset/punctuation-capitalization/) - [Recreational](https://www.theintentionaliep.com/subset/recreational/) - [References](https://www.theintentionaliep.com/subset/references/) - [Research](https://www.theintentionaliep.com/subset/research/) - [Research Jobs](https://www.theintentionaliep.com/subset/research-jobs/) - [Rock, Soil + Water](https://www.theintentionaliep.com/subset/rock-soil-water/) - [Role Play](https://www.theintentionaliep.com/subset/role-play/) - [Seasons, Climate + Weather](https://www.theintentionaliep.com/subset/seasons-climate-weather/) - [Shoulder Stability](https://www.theintentionaliep.com/subset/shoulder-stability/) - [Solar System](https://www.theintentionaliep.com/subset/solar-system/) - [States of Matter](https://www.theintentionaliep.com/subset/states-of-matter/) - [Time](https://www.theintentionaliep.com/subset/time/) - [Transportation Skills](https://www.theintentionaliep.com/subset/transportation-skills/) - [Vehicle](https://www.theintentionaliep.com/subset/vehicle/) - [Vehicle Maintenance](https://www.theintentionaliep.com/subset/vehicle-maintenance/) - [Weight](https://www.theintentionaliep.com/subset/weight/) ## Product categories - [Uncategorized](https://www.theintentionaliep.com/product-category/uncategorized/) - [Data Collection](https://www.theintentionaliep.com/product-category/data-collection/) - [IEP Organization](https://www.theintentionaliep.com/product-category/iep-organization/) - [Behavior Management](https://www.theintentionaliep.com/product-category/behavior-management/) - [Team Collaboration](https://www.theintentionaliep.com/product-category/team-collaboration/) - [For Parents](https://www.theintentionaliep.com/product-category/for-parents/) - [Communication](https://www.theintentionaliep.com/product-category/communication/) - [IEP Meetings](https://www.theintentionaliep.com/product-category/iep-meetings/) - [Documentation](https://www.theintentionaliep.com/product-category/documentation/) - [Transition](https://www.theintentionaliep.com/product-category/transition/) - [Free](https://www.theintentionaliep.com/product-category/free-resources/) - [IEP Writing](https://www.theintentionaliep.com/product-category/iep-writing/) - [Accomm and Mod](https://www.theintentionaliep.com/product-category/accommodations-and-modifications/) - [For Students](https://www.theintentionaliep.com/product-category/for-students/) - [For Teachers](https://www.theintentionaliep.com/product-category/for-teachers/) ## Product tags - [classroom organization](https://www.theintentionaliep.com/product-tag/classroom-organization/) - [data collection](https://www.theintentionaliep.com/product-tag/data-collection/) - [all grades](https://www.theintentionaliep.com/product-tag/all-grades/) - [all grade levels](https://www.theintentionaliep.com/product-tag/all-grade-levels/) - [free](https://www.theintentionaliep.com/product-tag/free/) - [Digital Resources](https://www.theintentionaliep.com/product-tag/digital-resources/) - [Back to School](https://www.theintentionaliep.com/product-tag/back-to-school/) - [IEPs](https://www.theintentionaliep.com/product-tag/ieps/) - [classroom management](https://www.theintentionaliep.com/product-tag/classroom-management/) - [for parents](https://www.theintentionaliep.com/product-tag/for-parents/) - [for paras](https://www.theintentionaliep.com/product-tag/for-paras/) - [social studies/history](https://www.theintentionaliep.com/product-tag/social-studies-history/) - [science](https://www.theintentionaliep.com/product-tag/science/) - [reading writing spelling](https://www.theintentionaliep.com/product-tag/reading-writing-spelling/) - [mathematics](https://www.theintentionaliep.com/product-tag/mathematics/) - [English Language Arts](https://www.theintentionaliep.com/product-tag/english-language-arts/) - [Assessment](https://www.theintentionaliep.com/product-tag/assessment/) - [Goal banks](https://www.theintentionaliep.com/product-tag/goal-banks/) - [iep matrix](https://www.theintentionaliep.com/product-tag/iep-matrix/) - [IEP Blueprint](https://www.theintentionaliep.com/product-tag/iep-blueprint/) - [iep planner](https://www.theintentionaliep.com/product-tag/iep-planner/) - [iep lesson planner](https://www.theintentionaliep.com/product-tag/iep-lesson-planner/) - [flipbook](https://www.theintentionaliep.com/product-tag/flipbook/) - [Present Levels](https://www.theintentionaliep.com/product-tag/present-levels/) - [Progress Reports](https://www.theintentionaliep.com/product-tag/progress-reports/) - [IEP Meeting](https://www.theintentionaliep.com/product-tag/iep-meeting/) - [Bundle](https://www.theintentionaliep.com/product-tag/bundle/) ## Membership Resource Tags - [forms](https://www.theintentionaliep.com/membership_resource_tags/forms/) - [editable](https://www.theintentionaliep.com/membership_resource_tags/editable/) - [IEP Writing](https://www.theintentionaliep.com/membership_resource_tags/iep-writing/) - [IEP Meeting](https://www.theintentionaliep.com/membership_resource_tags/iep-meeting/) - [Planning](https://www.theintentionaliep.com/membership_resource_tags/planning/) - [Calendars](https://www.theintentionaliep.com/membership_resource_tags/calendars/) - [Documentation](https://www.theintentionaliep.com/membership_resource_tags/documentation/) - [Data](https://www.theintentionaliep.com/membership_resource_tags/data/) - [Implementation](https://www.theintentionaliep.com/membership_resource_tags/implementation/) - [Poster](https://www.theintentionaliep.com/membership_resource_tags/poster/) - [Printable](https://www.theintentionaliep.com/membership_resource_tags/printable/) - [Stickers](https://www.theintentionaliep.com/membership_resource_tags/stickers/) - [Collaboration](https://www.theintentionaliep.com/membership_resource_tags/collaboration/) - [For Parents](https://www.theintentionaliep.com/membership_resource_tags/for-parents/) - [Accommodations + Modifications](https://www.theintentionaliep.com/membership_resource_tags/accommodations-modifications/) - [Transition](https://www.theintentionaliep.com/membership_resource_tags/transition/) - [Organization](https://www.theintentionaliep.com/membership_resource_tags/organization/) - [IEP Goals](https://www.theintentionaliep.com/membership_resource_tags/iep-goals/) ## Testimonial Locations - [start-here-cornie](https://www.theintentionaliep.com/testimonial_locations/start-here/) - [the-iep-matrix](https://www.theintentionaliep.com/testimonial_locations/the-iep-matrix/) - [the-iep-toolkit](https://www.theintentionaliep.com/testimonial_locations/the-iep-toolkit/) - [start-here-emma](https://www.theintentionaliep.com/testimonial_locations/start-here-emma/) - [about-me](https://www.theintentionaliep.com/testimonial_locations/about-me/) - 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