The Importance of Working with General Ed Teachers on IEP Data Collection

Collaboration between special education teachers and general education (gen ed) 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, data collection can suffer, and the gains that the child should be making throughout the year will be significantly reduced.

But, how do we create that collaboration and help support our general ed counterparts when it comes to data collection? Let’s explore how and why sped teachers should meet with gen ed teachers before IEP meetings to discuss data collection and support strategies that can be put into place to help them.

The Importance of Early Collaboration

Meeting with the gen ed teacher prior to the IEP meeting is essential for several reasons:

Understanding Student Needs

Once the present levels of performance are established, it’s crucial to discuss them with the gen ed teacher. They can provide insights into how the student is performing in the general education setting, which can inform the goals outlined in the IEP.

Tailoring Supports

By collaborating early, special ed teachers can identify specific supports that the gen ed teacher needs to effectively teach the student. This could include resources, instructional strategies, or accommodations that help integrate the student into the classroom environment. Remember, general ed teachers typically have very little training in special education. You, as the special education teacher, are the expert, and they need your support and guidance.

Setting Realistic Goals

The IEP goals should be realistic and achievable. By discussing these goals with the gen ed teacher, special ed teachers can ensure that they align with what is being taught in the classroom and that they are appropriate for the student’s capabilities.

Key Questions for Collaboration

When meeting with the gen ed teacher, consider asking the following questions:

What supports do YOU need as the teacher to help this student in your classroom?

Understanding the gen ed teacher’s perspective can help identify resources needed for effective instruction. This might include additional training, lesson modifications, or access to assistive technology. Also, keep in mind that the general ed teacher may not know what they need. In situations like that, it’s important to suggest supports that will be easy to implement and effective at helping them collect data and teach the student.

What supports does the STUDENT need in your classroom to succeed with curriculum and IEP goals?

Discussing specific accommodations or modifications tailored to the student can help ensure they have equitable access to learning opportunities. This might involve changes in assignments, additional time for tasks, or specific behavior support strategies. Again, the general ed teacher may not know exactly what the student needs at this point, so don’t be afraid to suggest things.

Providing Effective Tools for Data Collection

One of the main responsibilities of both special ed and gen ed teachers is to collect data on student progress toward IEP goals. Here are some tips for special education teachers to assist gen ed teachers in effectively gathering this data:

Clear Communication

Provide a brief overview of each IEP goal, detailing what specific skills or knowledge the student is expected to demonstrate.
Use simple language to explain how these goals connect to everyday classroom activities.

Data Collection Tools

Share templates or forms for data collection that are easy to use. This could include checklists, tracking sheets, or digital tools designed for monitoring student progress.
Offer examples of what successful data collection looks like, including frequency and method (e.g., anecdotal records, work samples).

Regular Check-Ins

Establish a routine for regular meetings or check-ins to discuss data collection progress. This helps keep both teachers accountable and allows them to adjust strategies as necessary.
Encourage open dialogue about what is working and what may need changing in terms of supports or instruction.

Professional Development

Offer or suggest professional development opportunities focused on effective strategies for supporting students with IEPs in general education settings.
Share resources such as articles, videos, books, or workshops that focus on collaboration techniques and data collection methods.

Here is a short snippet from one of the trainings inside of TII membership about data collection that might also help general ed teachers understand it and its importance:

The membership also provides guidance on General Ed Collaboration, which can be helpful to listen to before meeting with the general ed teacher.

By joining the membership, individuals also gain access to an extensive library of over 13,000 pre-written IEP goals, empowering them with a wealth of options to support their students’ unique needs.

Learn more and become a member of The Intentional IEP today!

Collaborating with general education teachers is crucial for the success of students with IEPs. By meeting prior to the IEP meeting, special education teachers can ensure that everyone is on the same page regarding student needs and supports. Asking targeted questions about what both teachers need fosters a supportive environment and lays the groundwork for effective data collection.

By providing clear communication, useful tools, regular check-ins, and opportunities for professional growth, special education teachers can empower their general education colleagues. The ultimate goal is to create a cohesive approach that benefits students, helping them reach their full potential in both academic and social settings. Together, through collaboration, we can make a significant difference in our students’ lives.

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