Beginning of the Year Special Education Teacher TO DO List

Special education teachers are more likely to depart than any other group of teachers. Studies have demonstrated that an average of 13.2% of us leave the job each year.

The job of a Special Education Teacher can be overwhelming. Trust me - sometimes I feel like I had an IEP written just for me with a team that supports my needs and goals... But since that's not going to happen, the only way to not become a statistic is to start your year organized to stay organized for a successful year!

Take these steps during the first few days of the school year as a Special Education Teacher for stress free year!

The first step you want to take is pretty straightforward - ask for a list of students you will have on your caseload.  You will be the liaison or case manager for these students.

Next, you will want to access your students' IEPs. 

Most school systems have online databases for their IEPs.  You will most likely get a login during your teacher orientation days.  If you already work for a school system, then you probably already have access.  
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Some teachers prefer printing out a hard copy of the IEP while others prefer downloading it as a file to save in their documents and some like to just view it directly from the database.  You decide whatever works best for you because that is all that really matters in the end!

Classroom and testing accommodations are hard to keep track of.  This is especially true for Special Education Teachers with larger caseloads.  However, classroom and testing accommodations must be implemented!  You will need to be able to employ testing accommodations at the drop of a hat sometimes.  You will also need to have accommodations on hand when you group students for state- and district-wide testing.  

I typically use a Google Sheet for this.  I use this method because I can access it from anywhere, and I can sort by accommodations to make testing groups.  However, you can keep a list in any way that works for you!

After each IEP meeting, you may propose new accommodations for the classroom or testing, once the proposed IEP is signed, it becomes the active IEP.  Once we have an active IEP, update your student accommodations spreadsheet!

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Read more about how I create my IEP at a Glance sheets HERE!

Close reading is a reading strategy that many of you have probably heard of as an educational buzzword over the last few years.  The strategy is an interaction between the text and the reader that involves observation and interpretation.  During the first read of a text, the reader reads the text for key ideas and details to answer the question of what the text is mostly about.  This is the type of read that you want to do when you first encounter a student’s IEP.  

We have all heard the saying that every day is a new day so every school year should be a new year!  

Take a minute to think about “that kid”.  Whether you think about a student you have had in class or a student you sat next to when you were in school, the story is always the same.  He or she disrupts the classroom on a daily basis, sometimes by the minute.  The other kids have conflict with this student.  All of the teachers know this kid’s name, and all of the students know that the teachers did not like this student.  I would imagine the teachers do not read the IEP about this student because they already know the story.  This student never has a chance to be anyone else, to prove the stories wrong, or to have the stories forgotten.

Now, take another minute to think of yourself as a child.  Think of the teenage you.  And now, think of the adult you.  Have you changed over the years?  Of course you have!  We all change, and our students change too.  They change developmentally.  They change from their experiences.  And they change from their interactions with others, including you, as their teacher!

A student’s IEP should report the facts about a student.  No one’s interpretation nor opinion should sway the IEP.  But we are human, and this does happen.  Plus, we never know how the previous student and teacher relationship influenced a student’s progress.
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So because change is normal, because data can be subjective, and because everyone should be given a second chance, on your first read of the IEP, just read it for the facts.  

After years working in an urban school district therapeutic middle school classroom setting for students with emotional and mental health challenges, I transitioned into an inclusion classroom in the suburbs.  It was a second grade classroom of possibly the nicest children I thought I had ever encountered!  The general education teacher that I co-taught with would often tell me things like, “You can discipline them you know” or “It’s okay to raise your voice once and awhile.”  And every time she would say things like this, I would think, “What for?  These kids are great!  They say words like ‘please’ and ‘thank you’.  None of their sentences ever include a swear word, and they don’t even know what having an attitude is.”  It felt like I had died and gone to teaching heaven.

Then, in October, we got word we were getting a new student who our Assistant Principal said looked like a “heavy hitter.”  Ugh!  The good times are over!

A very think IEP was in my mailbox the next morning.  I read through it immediately.  It told the tale of a boy who was deaf in one ear and extremely violent.  The narrative spoke of desks being thrown at teachers, students being attacked, and constant work refusal.

When this boy entered our classroom on the first day, I was immediately terrified.  His history looked like any other that I had previously worked with, but this second grader towered over me and was easily three times as strong as me!

Are you expecting me to tell the story of how we built a strong relationship and as a result, he never demonstrated any of these behaviors?  Well, I’m not going to tell you that story.  He just never showed any of those behaviors.  He was homeless, living in a shelter, during most of the time that he was with us, and he still never even showed a symptom of trauma.  

We did form a good bond, but I cannot take credit for him acting as a role model student.  He was a great kid, affable, polite, and a hard worker.  He never showed a drop of anger or violence. 

We re-wrote the IEP, and as a result, his story was re-written.  But he did that by himself.

As a result of that experience, I don’t even read any of the narrative portions, including the current performance on the IEP so I am not persuaded - or jaded - by others’ views.  I want to meet a student as he/she is.  I want to give the student a chance to show me who they are and who they will be for me!  Because every child should be given the chance to be who they want to be!

Just like you don’t judge a book by it’s cover, don’t judge a student on the opinion of other teachers!

After the first week, I complete the close reading strategy.  I read students’ IEPs for comprehension of the full text.  I read them to fully understand the main idea and key details.  At this point, I know the student well enough to not let their previous story change my view of them.

While reading student IEPs, review their goals.  You will get a better sense of them as you create IEP at a Glance sheets, which we will discuss next, and again, as you match progress monitoring assessments to them, which we will discuss later.  

On your first of the IEP, just read through them to get a general sense of what your instruction will need to look like during the year.  For example, if you are reading a number of decoding goals, you will know that your instruction will need to be phonics heavy!
You can read more about how I write IEP goals HERE!

The most important component of special education - next to the students - is the data!  

Data is a special educator's lifeline.  

We employ data for eligibility determinations.  We use it to monitor progress toward a student's IEP goals.  We use it to set goals for students, determine extended year programming, report at meetings, and qualify our statements in meetings and on special education documents.  We need the data to justify the TEAM's decision about a student's plan.

We know the importance of data.

The hard part is tracking it!

Here's how I do it?

First, I review at my students’ IEP goals and objectives.  During this process, I pair each objective with an assessment.  For example, if a student has a sight word reading goal using the Fry Word List, I pull out the Fry Word List.  

​Read more about how I match assessments to goals HERE!

Some IEP goals and objectives are tested weekly. For example, I will complete a weekly running record on a student’s reading either weekly or biweekly. Other objectives I may assess monthly.  This may be a student’s writing objective regarding a narrative piece of writing. As a result, I will plan to have a completed narrative writing piece once per month.  

All of these assessments are added to my Google Calendar!  I like to use Google Calendar because I am able to access it from anywhere.  It also sends me alert reminders, and trust me, you will need the reminders!

I assess my students about three weeks prior to district reporting periods.  The reason that I choose this timeframe is because Special Education Progress Reports should correspond to your school or district’s report cards’ distribution dates.  So when I sit down to write my Progress Reports, all of my data is at my fingertips.  When you write your Special Education Progress Reports, you want to report on student progress toward their IEP goals and objectives.  You want to ensure that you are able to report data, not just an anecdotal observation.

With the evaluations that I plan, I can demonstrate progress throughout the year by comparing assessment data at the start of the year to assessment data throughout the year.

I prepare for all of these assessments at the start of the year when I have the energy to do so!

IEP goals are written for a student to achieve in one year.  Therefore, the IEP team must meet at least once a year to review a student’s IEP, to determine if changes need to be made, and to develop new annual goals.  This meeting is called an annual review.  

At least every three years, students are re-evaluated for Special Education eligibility.  

Both of these dates are recorded on the IEP.  Mark these on your calendar!  

Annual review meetings need to happen on or before the annual review meeting date.  Three year re-evaluations need to also occur on or before the date stated.  Parents have to give consent for the re-evaluation of their child.  Once consent for testing is received, you will begin testing the student.

In some school districts, Special Education Teachers are expected to schedule and chair the annual review meetings.  This is something to check with your district on.  If this is the case, you will want to schedule the annual review meeting with the parent about one month prior to the annual review date.  You may want to also make a note of this date on your calendar, if you have to schedule and chair the meeting.  

If you are not expected to schedule these meetings, you should still mark the date on your calendar.  As the student’s Special Education case manager or liaison, it is your responsibility to alert your school’s Special Education coordinator or IEP team chair if the date is approaching and you have not received a confirmation of the meeting date yet.  It will also be your responsibility to attend the meeting and update the IEP, including the IEP goals.  

In terms of the three year re-evaluation, most districts do not have the Special Education Teacher schedule and chair these meetings.  Instead, your school’s Special Education coordinator or IEP team chair will most likely obtain consent for testing as well as schedule and chair the meeting.  However, again, as the case manager or liaison, it is your responsibility to alert your school’s Special Education coordinator or IEP team chair if the date is approaching and you have not received a confirmation of the meeting date yet. 

Typically, an IEP’s expiration date coincides with the annual review date.  However, you should double check this when reviewing IEPs.  If an IEP expires prior to the annual review date, you should make note of the expiration date on your calendar.  This is because regardless of the annual review date, the IEP team will need to meet before the IEP expires. 

Next...

Copy the IEP at a Glance sheets and...

Provide one copy of IEP at a Glances and student IEPs to all staff providing services to the student

Ask staff members to sign off on the date that the IEP was received.  The IEP is a legal document, and each teacher working with a student on an IEP has the responsibility for understanding required IEP classroom modifications and accommodations.

If all teachers have access to the IEP through the database, I save some precious resources - paper and time!  I only give teachers the IEP at a Glance with the understanding - or note - that they will look at the full IEP in the school’s online database.

Staff members such as Physical Education and music teachers should be aware of classroom modifications and accommodations as well as medical needs, behavior intervention plans and more.  

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Classroom teachers have a bit more involvement in the IEP process.  Therefore, their responsibilities include familiarity with the student's IEP, implementation of PLEP A modifications and accommodations, adherence to confidentiality regulations, consultation with specialist(s) such as Occupational Therapists or Speech and Language Pathologists, attendance at Team meetings, and participation in the development of the IEP.

After each IEP meeting, a new IEP will be proposed, once the proposed IEP is signed, it becomes the active IEP.  Once we have an active IEP, distribute the new IEP to all teachers and ask them to sign and date that they have received it.  I also give them a copy of the new IEP at a Glance as well.

I organize my students’ goals and objectives along with the assessments I have chosen for each on tracking forms.  All forms contain a student’s name, goal(s), and objectives. The forms, then, vary by the assessment schedule. For example, some goals and/or objectives may need a spot for weekly tracking while others may need a monthly.  

When a student is assessed, I record the score (AKA the data) directly onto the form along with the date.  This keeps my data all on one form that I can pull out on the spot when it is needed.

So, if a parent states “Ben says he completes all of his work, but you lose it,” you can pull out your trusty form with evidence that Ben has completed 30 percent of his assignments in the last month.

I break out the three-hole punch and get wild!  I keep all of my tracking forms in a binder.

When my caseload is on the small side, it makes my life easier to organize my binder sections by student.  In this way, when I need my data for a particular student, I can quickly find it, and I don’t have to flip from section to section when I am writing reports.

Here’s how each section of my binder is typically organized:
-IEP at a Glance
-Communication log
-Progress monitoring data

I like to use plastic pocket dividers for each student’s tabbed section.  In this way, I can keep any notes, etc. in the pockets.

However, as caseloads sometimes grow over the years, it has become more efficient to have the sections organized by assessments.  So when my Google Calendar alerts me that I need to test math fact fluency, I can quickly flip to the section containing the sight word assessments and tracking forms for that probe.  

I also keep reference sheets in my binder for easy access.  For example, I always keep a reference page that correlates reading levels to lexile levels.  I keep the DIBELS' grade level correlation chart as well.

Some data needs to be tracked more frequently.  For example, lagging skills in executive functioning, behavior, attention, and social emotional capacities often needs to be tracked within a 30 minute time period or during one subject area.  

The binder can become too cumbersome when to employ for frequent data tracking.  Often times, I clip my forms to clipboards for easy access. The forms I use can be copied onto cardstock and cut smaller to be placed on a key rings for easy access as well.
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If I have access to an iPad or tablet, I use Google Forms.  You can make a simple form that enables you to just hit a button each time the data needs to be recorded.  Google Forms will save the data, and when needed, Google Forms will compile the data into one spreadsheet for analysis when it’s needed.

And there you have it!  Your data is tracked!  Now, you can continue on with just being a teaching rockstar and start to plan for the first few weeks of school!

You can learn more about my binders HERE!

During the first two to three weeks of school, I want to complete all of my assessments to obtain baseline data for my students.  This data guides my instruction.

It’s important for students to feel comfortable with you to demonstrate their best on assessments, though.  So I typically plan getting to know you type activities for the first day, and then, I intermingle my assessments for the days following.  

A few getting to know you activities I like to include are tasks like reading interest surveys and learning styles inventories!  Give your students a chance to show their multiple intelligences by making posters, videos, or Google Slide presentations of who they are as a learner!

Grab Back to School small group activities HERE!

Send a liaison/case manager letter to student families (Hi!  I will be your child’s IEP case manager)

Send an introduction letter to all families of students on your caseload.  This letter should explain your role as the student’s liaison:

“I will be your child’s special education teacher this school year.  I will be working with your child on his/her Individualized Education Plan (IEP) goals.”

Similar to building positive relationships with your students, you want to get off on the right foot with your students’ families.  

You also want to infuse your teaching philosophy into your letter in order to help families understand your teaching style and the goals you have for their children:

“I am excited to be working with your child, and I look forward to seeing the progress that will be made.  My goals for your child this year include maintaining high expectations by learning strategies and making modifications, creating a community of lifelong learners, and learning how to be good citizens and students.”

Let your families know you are always available for them as well as their children, and give them the best ways to reach you such as email or your direct phone number at school:

“Please feel free to contact me if you have any concerns, questions, or comments regarding your child’s Individualized Education Plan (IEP) or special education services.

I can be reached via…”

Lastly, set a goal in the form of a call to action for your families:

“Let’s work together to make this a successful year!”

If you send these immediately, you may not know the times that students’ services are scheduled yet, but if you wait to send this until the second week of school, you could also include a schedule of their IEP services.  Oftentimes, related service providers send their own letters with the days and times that they will see a child; however, families may appreciate having this listed all in one place!

“Your child’s services have been scheduled as follows:
Monday - Speech 9:30-10:00, Reading 1:00-1:45
Tuesday - Reading 1:00-1:45
Wednesday - Speech 9:30-10:00, Reading 1:00-1:45
Thursday - Reading 1:00-1:45
Friday - Reading 1:00-1:45”

And don’t forget to have the letter translated into families’ home language!

​Grab a FREE Special Education Teacher Welcome Letter HERE!

​Now, here is the rewarding part!  These are the reasons that you will cite for staying in the role of a Special Education Teacher!

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You can grab all of the forms in the images in my Special Education Teacher Binder by clicking HERE!

And that's it!  You have built a strong foundation for a successful year as a Special Education Teacher!
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Happy & Healthy Teaching!
PEACE,
Miss Rae

References:  
Ingersoll, R. (2001). Teacher turnover, teacher shortages, and the organization of schools. Seattle: University of Washington, Center for the Study of Teaching and Policy.
​Plash, S., & Piotrowski, C. (2006). Retention issues: A study of Alabama special education teachers. Education, 127, 125-128.

Click HERE to learn how to tackle this list!

Beginning of the Year Special Education Teacher TO DO List l Miss Rae's Room