How would you respond to a teacher or teachers that tell you they haven’t had time to read over the IPP/IEP(s) that were written in October and revised in March? I wanted to snap but walked away after saying it is your responsibility to and if you aren’t you are failing that child. It comes up a lot here and I’m frustrated.

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We have an abbreviated version we give to general Ed teachers. It shows the accommodations the student needs and their goals. It’s basically one page.

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We call it an "IEP at a glance"

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That is very frustrating. And sadly not uncommon. Looking ahead a bit, whenever I give teachers the copy of an IEP, it comes with a sheet that states they have familiarized themselves with the goals and accommodations. Then they sign and date it. It should then be returned to me. It’s like a little I durable policy….it also serves as a way to explain the responsibilities assumed.

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I do everything by email so I can track it. But the Read Reciept would be good.

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We send out the “IEP at a Glance “ page. It’s usually only 1-2 pages that shows their services/ accommodations. There isn’t much to read over. Not sure if all places use this as well.

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And it's good practice to go over the brief cheat sheet and have GETs sign that the IEP was reviewed.

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Ask for an IEP PD to present an overview of expectations and services. Stress that IEPs are legal documents and to not follow them has legal consequences!

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I get that to alot when the student is failing and I had the teacher and student sign saying they are going to use the accommodation in is on them. Not you

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I provide a new copy each school year of the abbreviated version to each of my students' teachers and again after we do a review IEP. The teachers appreciate it because they have a lot of students to deal with each day and know that I am going to keep them on track and updated with OUR students. The better the communication is between staff, students and families, the smoother the machine runs!

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Conversely, I’m a self-contained aide who asks to see the IEP and BIP so I can better understand my students but am not given access due to privacy. WTH?

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How can you meet goals and objectives without knowing what they are? INSIST!!!

We send out accommodations to teachers. They are welcome to read the entire iep if they want. Most don’t read the accommodations

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It’s an unfortunate situation that has happened to me so many times in my career :/

I give all specials and gen Ed teachers an “iep at a glance” document at the beginning of every year. They also have to sign a paper that says they have been given access and read each child’s IEP.

When people ask me questions about a child and the question is directly answered by the IEP I refer them to their IEP or their IEP at a glance. If it’s October I’m definitely a bit friendlier compared to right now!

I think your approach is the best you can do! If you’re really bothered I would reach out to your SPED admin and share your concerns!

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Unfortunately, even though I work in a private school and our plans aren't technically IEP's, I have that every year. One of the many downsides of a pullout or consulting teacher model. You can set expectations that they are read but........

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Been there done that! You responded appropriately. It is such a difficult position. They are feeling overwhelmed and just feel like it is one more thing or hoop. But in the end, the kid looses out and it is their job. I have had teachers say this to me for 22 years now.

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We use PowerSchool for our student information system, including attendance. It now has the capability to add an "IEP" icon next to the student's name (along with other icons like health and custody). We can add a brief summary of a student's accommodations, which are then viewable when you click on the "IEP" icon. Teachers have no excuses not to know what they are anymore.

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Maybe review the IEP during Grade Level Teaming times. I give all support staff and specialist the Accommodations/ Modifications page as well as go over the IEP with them to ensure they understand the student strengths & needs. I also pop in when I am able to to support and set up necessary modifications etc.

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I would try to understand that they are busy just like I am, and make it as easy as possible for them to get the information they need. We have a document called IEP at a glance that includes only the most crucial information. You could highlight it and verbally point out the crucial information. Send out an email reminder - “I put the IEPs in your mailbox-please read them over ASAP.” Maybe another one a week later. We all have so many tasks competing for our time and attention, I’d just try to be understanding of that while still showing them that it’s important information.

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They could lose their license and go to jail. Saying so might not be the best approach, but I wanted to put that out there.

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So we have separate case managers where I am. If I “share” a student between my Self-contained LD class and the ICR class, the special Ed teacher in the other room is responsible for reading and informing the gen Ed teacher their responsibilities. I have an amazing grade level team to work with this year so it isn’t so much of an issue. However, I usually reiterate that it’s a legal document.

At a minimum ask them t glance at the goals… and here is another ting you might share at a staff meeting years ago, my second year as a sped teacher, still working off of previous teachers IEPs, we were state audited. I was a nervous mess, thinking about how I would answer their questions, etc. Well, they’re auditors did not even come in my room. They walked right down to the 4~5th grade classes and not only observed to see if accommodations were I place, but then interviewed te en Ed teachers to see if they knew their goals. Lesson learned by the gen Ed staff and the principal. I was off the hook….

Sorry one finger typing on iPad! Lol

It is also your job as a special ed teacher to make contact weekly or how ever often your team put on the IEP. Your the child advocate. Send an email to all staff and administration then report to your DPI office

Yup. Some of them only have accommodations on them which usually stay put when we have the right ones. I’d say that is maybe 30 IEPs of my caseload. Some have goals that are related to the services like PT, OT, Speech that they access and that is maybe 10 who only have that.

Can you look at it with them?

I’ve tried to set up meetings for this. They either don’t pick a time, my schedule gets interfered with as someone needs deescalating, or I’m filling in for someone (woot woot staff shortages) or I’m being pulled in 3 different directions because that’s the norm these days.

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