Challenges with IEPs by Shannon Evans

2024-10-23 20:22:44 UTC

Lack of knowledge of SPED accommodations and access to visual supports like Boardmaker. We are not SPED teachers or SPED trained.

2024-10-23 20:23:45 UTC

Not every teacher puts referrals into Skyward. Sometimes the teacher who observes the behavior tells the classroom teacher but does not document it.

2024-10-23 20:24:07 UTC

Not having access to the IEPs or 504 for any staff (besides classroom teacher) that teaches the student.

2024-10-23 20:24:09 UTC

It is very hard to keep track of data, and teach at the same time with multiple students that need data tracking.

2024-10-23 20:24:09 UTC

Meetings at the beginning of the year, in person, to discuss IEP students and their accommodations.

2024-10-23 20:24:20 UTC

Unclear or inconsistent communication from service members

2024-10-23 20:24:21 UTC

Mack and Evans have been great supports in implementing visual and academic supports for SPED students.

2024-10-23 20:24:25 UTC

Finding time to adapt the curriculum resources for those students who have an IEP/ knowing what best scaffolds would work best for those students

2024-10-23 20:24:52 UTC

We don't have schedules from all of the service providers. Extremely hard to plan instruction.

2024-10-23 20:25:09 UTC

Miss Evans is FANTASTIC in communicating, collaborating, supporting any and all needs in every area of a student's IEP as well as any concerns teachers raise and request assistance with

2024-10-23 20:25:12 UTC

Clear communication about decisions being made about students who may be going through the initial problem process.

2024-10-23 20:25:15 UTC

It is disruptive when students are pulled randomly not according to the schedule.

2024-10-23 20:25:16 UTC

not ALL staff consistently document behaviors in BM therefore data is not accurate (The person who witnesses the situation is not entering it or calling the parent, it is falling onto the classroom teacher or another adult who did not witness it)

2024-10-23 20:25:17 UTC

Be updated whenever there is a change in the schedule, we know it is in the folder but it is difficult to always be checking.

2024-10-23 20:25:44 UTC

There is a growth opportunity to work on communication with other staff members that see the same students with IEPS when new things are implemented. For example, who is the point person to communicate changes?

2024-10-23 20:25:46 UTC

Heavy hitter classrooms present difficulties to manage all accommodations and meetings necessary and it follows that group from year to year for the next teacher

2024-10-23 20:25:58 UTC

We appreciate being given a schedule that is adhered to and being communicated with in a timely fashion when there are changes to the schedule.

2024-10-23 20:26:01 UTC

Service providers come into the classroom and have side conversations while the teacher is trying to teach.

2024-10-23 20:26:02 UTC

Finding time to modify curriculum to meet student's needs according to IEP.

2024-10-23 20:26:09 UTC

Making sure all stakeholders know when problem solving meetings are happening, including the classroom teacher, interventionists, and other support staff.

2024-10-23 20:26:17 UTC

Sometimes it's difficult to know how to differentiate assignments to their needs.

2024-10-23 20:26:28 UTC

Shannon and Christine are very consistent and helpful.

2024-10-23 20:26:28 UTC

schedules are named as "sometimes a particular day". Staff never know when that sometimes will be or when to expect a SST member to come or not

2024-10-23 20:26:35 UTC

We as a team need to value each others perspectives, more importantly the ones who are with the students for the majority of their schedules.

2024-10-23 20:26:38 UTC

Sharing the schedule of student for staff who sees them.

2024-10-23 20:26:57 UTC

We appreciate being invited to meetings to problem solve with all team members.

2024-10-23 20:27:10 UTC

I appreciate being invited to problem solving meetings as a classroom teacher.

2024-10-23 20:27:23 UTC

I personally feel, as the classroom teacher, that my input and expertise does not matter and that SST is making all the decisions regardless of my opinion.

2024-10-23 20:27:34 UTC

when schedules are not followed and make up minutes are made, teachers have no idea how long students will be out of the room . if this is a heavy hitter kid it makes it difficult for others to know when they can be pulled and others have to go find that student to pull them for their scheduled time

2024-10-23 20:27:40 UTC

Shannon is always adhering to her schedule and soliciting feedback and offering help if needed which is much appreciated.

2024-10-23 20:27:49 UTC

When there are discussions without the teacher present, the teacher needs to be aware when there are changes regarding their student(s).

2024-10-23 20:27:52 UTC

Difficult to find time where ALL team members can attend meetings and discussions including classroom teachers, case managers, & service providers

2024-10-23 20:27:56 UTC

As a support staff, when students have a BIP, I am many times unsure about how to correctly implement.

2024-10-23 20:28:05 UTC

SST pulling students during Tier 1 math because there is no consistent schedule and they just pull them when they can.

2024-10-23 20:28:16 UTC

Thanks so much Shannon and Nina for being consistent with your minutes and communicating when you will be missing time.

2024-10-23 20:28:24 UTC

When students are pulled it's difficult to get them to join the lesson already in progress when they come back.

2024-10-23 20:28:31 UTC

Defiance, wait time, and getting student to begin task.

2024-10-23 20:28:39 UTC

SST should meet with ALL teaching and support staff when a new BIP is being implemented or changing.

2024-10-23 20:29:06 UTC

Inviting MTSS to PLC to collaborate - understand Gen Ed curriculum.

2024-10-23 20:29:09 UTC

some major behaviours are not being documented at all by some staff therefore things look like they are going great for particular students

2024-10-23 20:29:39 UTC

We have a shared data sheet that we all add to daily about a student's behavior, which also gets shared with mom.

2024-10-23 20:29:57 UTC

Not knowing all of my student's schedules. Sometimes they get pulled at their time, other days they don't. If their scheduled minutes are going to change, teachers should be told.

2024-10-23 20:30:34 UTC

Working 1-1 with student, letting student choose favorite tasks or activities.

2024-10-23 20:31:49 UTC

To be honest, there is a division between classroom teachers and the SST team (not all members). This needs to be remedied.

2024-10-23 20:32:24 UTC

Consistent scheduling.

2024-10-23 20:32:45 UTC

Thank you Mack for your continuous support

2024-10-23 20:33:32 UTC

working with an inclusion facilitator or SST member really impacts a teachers time for plan or before and after school due to the amount of meetings for some classes that have high amount of needs. Teachers consistently lose their plan time as a result, especially in the past two years where their teammates do not.

2024-10-23 20:37:11 UTC

Planning IEP or problem solving meetings outside of our plan time.

2024-10-23 20:39:12 UTC

Provide the choice to have problem solving meetings during plan time vs. having to plan for a sub.

2024-10-23 20:39:25 UTC

some SST members schedules are consistently changing or "being worked on" over and over again when asked why they are not coming at scheduled times

2024-10-23 20:39:38 UTC

It is difficult when SST members do not adhere to the student's schedule and there is no follow up communication. Thank you Mack and Evans for always communicating if/when you will not provide services and for communicating with classroom teachers on finding a good time to make up the minutes.

2024-10-23 20:41:54 UTC

Heavy hitting classrooms...multiple IEP's...all these meetings are so much. It really affects a teacher's confidence when we walk away from every meeting feeling like our opinion doesn't matter and all the decisions were already made.

2024-10-23 20:48:37 UTC

there is distrust between many staff members and some sst members (not all) due to various reasons

2024-10-23 20:48:58 UTC

Some BrM entries made by classroom teachers get deleted or removed and therefore does not accurately reflect what is happening at school each day

2024-10-23 20:51:15 UTC

When a student gets pulled for SpEd it's going to be in English. How are we making sure those skills are transferring to Spanish? Because they get SpEd now they don't qualify for Spanish reading support. I feel this is such an injustice for our Dual students that are low. They can't read in either language but now their minutes are in English and will only get Tier 2 support from me in Spanish. How am I making sure that I am now following the IEP for their Spanish needs.