Being SMART

Writing a cogent, comprehensive, and understandable IEP is tough.  Even with a standardized format, goal banks, and computerized writing tools, writing an IEP can daunting for even long-experienced folks.  Sandwiched between basic information on the first page and everyone’s signatures on the back page are the student’s profile and his specially designed goals and objectives. 

Most departments of education and most school districts get pretty nit-picky about goal-writing.  Each goal needs to identify several components:  (1) who (2) will do what (3) to what degree (4) under what conditions (5) for how long?  And (6) how will you know? To confound goal-writing even more, we have to make sure our goals are SMART; that is, Specific, Measurable, Achievable, Relevant, and Time-bound.  And let’s not forget that the goals have to be tied to the curriculum standards.

If you, your colleagues, or your staff suffers from some level of IEP-Writing Phobia, or you just want to develop more confidence and competence in writing defensible IEPs, PLC Consultants offers a learning module where real practice leads to real results through online support and collaborative learning.  Take a look.

The IEP Chore

IEPs are time-consuming and a chore to write.  We second-guess ourselves: Should this be worded differently? Is the profile going to pass my Special Ed Director’s critical eye? Where am I supposed to put sensitive information?  Do all my dates line up so that I’m in compliance with all the state and federal mandates? Who will visit me in IEP jail?

The writers of the IEP aren’t the only ones who worry. The readers and implementers fret about what they are (being) committed to, how they have to collect data, and under what circumstances things can change.  Knowing that the IEP is a legally-binding document between the school and the family doesn’t make the whole process any less stressful.

Of particular concern for regular classroom teachers is their role.  As educational team members, they should be providing for information about what goes into the education plan, but often they nod in silent agreement, deferring to the special ed teacher.  That’s understandable, but it makes it hard for the teacher to feel invested in the process or the outcomes. 

Within the IEP itself, we are forced to ask ourselves hard questions. What kinds of supports, accommodations, or modifications are necessary and for what purpose? Have we considered the need for any assistive technology?  We are going to struggle with the answers if we aren’t sure exactly what the differences are among all of these terms.  That, in turn, erodes our confidence and makes us want to  say, “Just tell me what to do and I’ll do it.”  Unfortunately, that’s not how the process works.

If you are one of the many teachers or administrators who aren’t sure about all this IEP writing stuff and what it means to be committed to the plan, take a look at Module 3: IEP Boot Camp I.  You’ll find opportunities to share your anxieties AND your expertise through this online professional learning community.

Basic Training

There’s really nothing “basic” about special education.  And it’s just as tough to use the words “typical” or  “usually.”  Every kid is different.  Each student, whether or not he has an identified disability, comes to us with different “inputs:” home environment, background experiences, cultural considerations, personal value and belief systems.  Things we can do nothing about.  So, we change and implement what we can to support each student’s unique needs.  And that’s really what’s “basic” about Special Education. 

Within the labyrinth that is Special Education, IDEA recognizes thirteen disability categories.  Some of those categories are subdivided into more specific diagnoses.  Take the category of Specific Learning Disability, for example.  A “learning disability” can fall into 8 subcategories, such as Reading Comprehension or Listening Skills or Math Calculation.  Confused yet?  Just wait! 

Besides the variety of possible labels, we are required to provide a “continuum” of educational service delivery models.  Some kids with severe disabilities rarely have the opportunity to be with “normal” kids their age at school.  There are other kids who require minimal supports and spend their entire school day in their regular classroom with their friends.  A lot of kids have their educational needs met somewhere in the middle. 

On top of all of these variables, we have the educational team, which looks different for every kid in Special Education.  It’s hard to always know where we as educators are supposed to fit in the team scheme.  If all of this Special Ed stuff is a struggle that you or your colleagues face, Module 2: “Special Education Basics,” can provide clarification and support through online learning and collaboration.  Take a look.