When students have multiple goals it can be challenging to keep track of all of them. Multiply that by the number of students on your caseload and it can quickly become overwhelming.
That is why structuring IEP goal work is essential for successful management of a caseload and the ultimate success of students.
How to Structure IEP Goal Work
1 – Get Organized
The key to managing a caseload of students who all have multiple IEP goals is to get organized.
Organized in terms of the supplies you need, but also organized in terms of the schedule you keep for assessing their goal work and organized in terms of knowing what your students’ IEP goals are.
The physical organization of materials and records is also important. Some teachers prefer to use IEP binders for each student while others swear by folders or having shoeboxes for each child.
No matter what method of organization you use, be aware of the amount of space needed to store the binders, boxes, or folders and how easy they are (or are not!) to carry around.
2 – Have a Plan
Plan out the days and times when you will assess each child’s goals. Write it on your calendar and be committed to keeping that schedule.
You might opt to batch goals and do all math goal assessing on Tuesdays, all language arts assessments on Thursdays, and all behavior goals on Wednesday, for example.
Some teachers prefer to work through each student’s goals on a specific day based on when they see them. For example, if you only see Student A on Mondays, assessing their goal progress throughout the week is not an option.
Whatever plan you choose, be consistent and committed to that schedule. The consistency will make it easier for you to keep things on track and easier for your student as he or she will know what to expect.
3 – Keep It Simple
Data monitoring does not always have to be highly in-depth and involved. In fact, some of the most significant IEP goal advances can be noted on progress monitoring cards that are easy to carry around and organize (digital data tools are also helpful).
Adding IEP goals to each small group time (“wh” questions, for example) can make it easier to monitor progress without needing extra time. If you are able to incorporate the goals into your regular lessons, that is even better as it allows you to continue teaching without worrying about extra assessment time.
Take advantage of those in-between times to record your observations and make sure that your students are making the progress they need to be making.
Whatever organization method and schedule you create to manage your students’ IEP goals, the key is to make sure that it is realistic and sustainable. While it might be a dream to have all weekly goal monitoring done by Wednesday afternoon, realistically it probably will not work.
Make a schedule that allows for interruptions, unexpected events, absences, and students simply needing more time. The more realistic you are about it, the easier things will flow for you and your students.
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