#spedchat Archive
#spedchat is a Twitter hashtag used for (1) daily, continuous research and resource sharing on issues related to and effecting students with disabilities, & (2) a scheduled weekly Twitter chat on Tuesday nights from 9:00-10:00 EST.
Tuesday April 26, 2016
Welcome to - Introduce yourself, tell where you are from, & what you do. Don't forget to use the hashtag for each tweet.
Welcome to - Introduce yourself, tell where you are from, & what you do. Don't forget to use the hashtag for each tweet.
Hi, everyone! I'm Jodi from Indiana. SpEd teacher in alternative HS placement & private AT/AAC consultant. Welcome to !
Sierra, special ed major at Ohio University. I am getting through finals week this week.
Angie Boone middle school special educator from Cheney Ks
Ooh, finals! Well, thanks for joining in the middle of that awfulness! Good luck with the rest of your finals!!
Thanks for joining tonight!
I'm Brooke from IN. I'm a SpEd director.
Welcome! Don't forget to add to your tweets so it shows up in the chat feed! :)
Hello everyone! I'm Rachel, HS Sped Teacher from NE Indiana.
Glad to see you again tonight for !
Tonight's will discuss creating more effective IEPs & involving stakeholders in the process. Looking forward to great discussions!
Rachel, elementary sped from Cheyenne-ish Wyoming!
Hi, neighbor! Thanks for joining tonight! :)
Welcome to again tonight! Glad to see you!
I will probably be lurking tonight. I haven't gotten into a whole lot of IEP stuff just yet.
Eric HS SPED IN NJ HI Jodi
I will post questions as Q1, Q2, etc.. Please tweet your response with A1, A2, etc. Don't forget to add to each tweet!
I will post questions as Q1, Q2, etc.. Please tweet your response with A1, A2, etc. Don't forget to add to each tweet!
Hey ! I'm Danielle, a sped coordinator from Indy!
I'm just sorry I don't make it more often! Dang time zones and work!
wouldn't miss it. This is one of my favorite topics.
Just jump in wherever! It's more about the concept of planning than about the actual paperwork!
Thanks for joining tonight! Have I mentioned lately that I miss y'all??
Q1: When you hear, “Let’s talk about writing IEPs!” what makes you say, “Yay! Finally!” or “Ugh, Not again!”
Hi everyone! First year M/M teacher here!
Great to see you for tonight's ! I've missed you lately while you were ballgaming! :)
A1: At this point in the year, I'm not going to lie, I want to cry. But usually I think ok what can I do to empower this student
A1: I haven't gotten into writing IEPs yet, so for me right now it's "Yay!" although I can see that changing.
A1: Hearing "how to write measurable goals" makes me groan. Hearing "better transition planning" makes me cheer!
A1 I enjoy learning about writing IEP's. As a first year teacher I still have a lot to learn.
Amen, sister! I leave in tears more nights than I don't lately because I have SO. MUCH. IEP Paperwork!
Q1: Yah is meaningful assessments to help develop strengths and needs. Nay we we only talk about the program used to write them
I still like writing IEPs and I'm in year 13. I just hate writing a zillion of them all at one time!
Hi everyone! This is my first year as M/S teacher for 4th-6th grade combo
a 'surprise' triennial, out of state transfer & an initial all landed on my desk today! No worries, we have 23 days!
A1 ugh!! For me. The process us cumbersome and time consuming https://t.co/npHsINeYrU
Q1: When you hear, “Let’s talk about writing IEPs!” what makes you say, “Yay! Finally!” or “Ugh, Not again!”
Agreed.. In my 17 years in Ohio, we have gone back and forth from academic goals to transition like 5 times
yes and I never feel I'm giving it enough time!!!!! I feel like I"m just complying...grrrr
A1: excited when hear we are going to streamline, tears when one form turns into 3
YES!! So much time is spent on the IEP software that we often lose the IEP in the details of not-the-IEP! https://t.co/Ccoic7SG2r
Q1: Yah is meaningful assessments to help develop strengths and needs. Nay we we only talk about the program used to write them
A1: Hearing a T/Admin say "I have 50 IEPs to write tonight" makes me groan.
This is what scares me about IEPs. I have seen how big an ETR gets. Then several of those?
"you should always presume competence with your students…it is the least dangerous assumption" https://t.co/8f07QkT1fD
Q2: What do you feel is the most useful part of an IEP? What makes you happy knowing it’s included for students?
A1: I give it all I've got baby!
A1) Hearing a T/Admin say "This will be a long meeting. This parent doesn't just go along with what we say" makes me grin!
Sorry I am late…Britt, middle school special ed teacher in Massachusetts
A1: IEP's sound scary and I get anxiety each time. However, they aren't bad. I always am relieved after an IEP is over.
A2: Strengths and needs! My kids can write those - they know! I love seeing them advocate!
I had 3 surprise re-evals land in my email last week. I think surprises should come with cake & streamers.
Yes we get boondoggled in paperwork & lose time actually teaching https://t.co/a8f5L33Yjk
Amen, sister! I leave in tears more nights than I don't lately because I have SO. MUCH. IEP Paperwork!
A2: Student and/or parent vision statements
A2: I've been having HS Ss write their own present levels of performance this year & they love it! They're brutally honest!!
After attending the I know I need to spend more time ahead of time with all parties. Logistics kills me.
A2: Goals. Why else are we doing this?
Most IEPs I've seen have been far too long and impossible to implement.
A2: I really tune into the family's perspective during IEP meetings. It's important to be in tune with that.
love it! Yes they are harder on themselves than we ever could be!
Boondoggled is officially my new word to use in all situations and as all parts of speech. https://t.co/uYFdJrs7Nr
Yes we get boondoggled in paperwork & lose time actually teaching https://t.co/a8f5L33Yjk
Amen, sister! I leave in tears more nights than I don't lately because I have SO. MUCH. IEP Paperwork!
Q2: Present levels are a focus for me. I want the team to have a good idea of what the Ss can do when making decisions.
Q3: How do you actively involve parents in the IEP process?
that is a genius and I love his vocabulary.
A2: I enjoy assessing for their PLOP. I think this is the exciting part of the IEP. Especially in elementary.
A1 Not much makes me say Yay.. Just let me write understandable goals, not a bunch of numbers and jargon https://t.co/FxMoMzaq79
Q1: When you hear, “Let’s talk about writing IEPs!” what makes you say, “Yay! Finally!” or “Ugh, Not again!”
A2: I also just LOVE to talk...well in general... But also gush about the students. I love the uniqueness of each child.
I laugh when they say they "dozed in class, did not use time wisely, and didn't take advantage of resource room."
A2: present levels! Important to be current and accurate. PLEPs need to be able to pass stranger test
Yep, my favorite too. I think I missed my calling. Should have been a school psych.
Patent pending! !!😊 https://t.co/BxXx4WFP5c
Boondoggled is officially my new word to use in all situations and as all parts of speech. https://t.co/uYFdJrs7Nr
Yes we get boondoggled in paperwork & lose time actually teaching https://t.co/a8f5L33Yjk
Amen, sister! I leave in tears more nights than I don't lately because I have SO. MUCH. IEP Paperwork!
Even after 21 years happy when completed! https://t.co/9oNJ25zrLL
A1: IEP's sound scary and I get anxiety each time. However, they aren't bad. I always am relieved after an IEP is over.
A3: Not as much as I want to! I talk to my parents a lot I make sure they have a voice. But Id like to meet w/ them ahead of time
I totally agree! He makes me laugh everyday!
A3: I always ask the parents to fill out a questionnaire/ come to the meeting and share with me their hopes
I made present levels the biggest part of the IEP when I had life skills Ss & now do w/all. So important! https://t.co/4kpAo0GOKc
Q2: Present levels are a focus for me. I want the team to have a good idea of what the Ss can do when making decisions.
A2: I find existing data/present levels most important because that tells us what students needs are, which drives the IEP.
Love this idea! Another way of getting Ss to buy in https://t.co/rz41jP5Lzw
A2: I've been having HS Ss write their own present levels of performance this year & they love it! They're brutally honest!!
I love this! Would you mind sharing your questionnaire?
I forget to do it as much w/HS Ss now like I did when I had nonverbal Ss. Now I tend to put focus on Ss thoughts.
Not a problem…I will send out a copy from school tomorrow:) It’s pretty basic but it tells the story
Are your IEPs completed before the meeting?
A3 wish I could the majority of my parents don't even show up ! https://t.co/vusS1JbUSh
Q3: How do you actively involve parents in the IEP process?
A3) Keep them involved in progress-monitoring all year, not just at last-minute IEP time. Have them collect data, too!
A3: Keep them up to date before the IEP so they already know what is going to be discussed
A3: In general, is a great way to keep parents involved.
Q4: What is one thing you wished an IEP included but doesn’t?
A4: I wish actual video/photo/work samples or portfolio of evidence was actually part of the IEP. Would help SO much w/new Ss!
A3: Communicating w families throughout the year w/ notes, photos, emails, help meetings run like a positively focused coffee hour
My life skills parents used to get so intimidated by idea of data until I made them data sheets, too. Then they loved it!
Q4: I wish IEP's covered a bit of what the students home life looks like.
A4: Absolutely!! Work samples are so valuable, especially in sixth grade which is a new school for us
A1. I think IEP are pretty easy. I like meeting with the parents because that is the only time I get to meet them
A3: always start with parent concern and comments, it can help to focus the meetings
Sometimes, when my world is ideal. Not so much in my current situation due to volume of conferences.
Hi Jill from NY, Director if Sp Ed. Q2 focus on data supporting any statement in PLEP, no "feels like" or "possibly" statement.
A4: Possibly a section to input data regarding parent participation.
A2. Present levels are hard for me to get because my 1st 2nd graders so not want to participate
A4 more details from previous teacher to have a comparison of growth https://t.co/qcBx5MMIlc
Q4: What is one thing you wished an IEP included but doesn’t?
A4: 1) Student strengths, 2) 3, 5, 10yr goals, 3) How all goals promote achievement in general curriculum.
I'm an alternative behavior placement & get more new Ss added every Monday. Everybody is constantly new & revolving.
Q5: What is the most difficult part of the IEP? What part do you struggle with knowing what to write?
Q4: That is a good ? being new I am not sure
Present levels could say exactly what they DO do & how they go about doing it. Everything can be part of PLoP.
A3: Ask for concerns upfront. Encourage participation in CC. Believe or not many parents choose not to participate.
A5: I struggle with ‘reasonable’ benchmarks. I worry that I am asking too much/too little of my Ss..Finding balance….
A4-we all focus on strengths and weaknesses, but wish IEPs had one area which would be nothing but strengths
Q5: I struggle with sticking to only a few goals. Ideally I want to write 3-4 goals per academic area.
Q5 I honk the hardest part about an IEP is settings a date that works with the team. Especially a tri annual.
Q5: their PLOP when they are nonverbal or hard to understand
A5: I struggle with choosing the most meaningful & impactful goals for Ss. I hate goals for the sake of goals. Nobody gains then.
I agree, that is a difficulty for me at times.
A4 I wish IEPs included long-term goals/vision. What's the big picture?
A5: "Specially designed instruction". It always seems like stuff we oughta do for anyone who needs it. Not cuz IEP sez we have to.
I always found those easier than "typical" S's PLoPs. I'd be happy to share sample nonverbal-level PLoPs w/you!
A4. I think an IEP should have a parent survey. It's important to included them
A5 Short-Term Objectives..
The transition portion is intended to guide that, but the transition goals in IIEP are not implementable goals.
A5:writing an initial, with just data, not really knowing the Ss
A4/5: I wish I could write about how amazing the kids are not on an academic level like: 100% effort, respectful, kind heart,
A3 I think you have to constantly keep them updated. Alway communicate not just at the meetings
When I write transition IEP's I always collect surveys and questionnaires from parents for planning.
I'm a big fan of graduated levels of goals, e.g., "bronze", "silver", "gold".
In Indiana, there's a parent survey at end, but it's just about how they think the school performed in SpEd laws.
A5 goals! Choosing from software goals don't always apply too general https://t.co/z8eHK3dyyS
Q5: What is the most difficult part of the IEP? What part do you struggle with knowing what to write?
LOVE this idea! https://t.co/m6aPZSD5r7
I'm a big fan of graduated levels of goals, e.g., "bronze", "silver", "gold".
Q6: What resources do you use to help parents understand the IEP process & the difficult subject matter we cover in meetings?
A5 The most difficult part is having to discuss diploma track vs. Certificate of Completion. It's a tough conversation.
I call it general work habits in present levels. Those soft skills may be more important than academics some day.
Yes. One of the very hardest things we ever do as SpEd teachers. I hate seeing the defeat in parents' eyes. :'(
A6: I have nothing except that I speak ‘parent’…So when meetings get all sorts of acronym, I stop and explain
I just feel like I am not showing the progres
A6: I love fabulous stuff!!!
that's pretty cool. I do feel parents need parents right that aren't so long.
A6: I think any time we can use visual tools that clarify progress towards IEP goals it becomes more meaningful/interpretable
I totally agree! Life skills baby!
It's okay to put the "where they were" into PLoPs to make the "where they are now" more meaningful to readers.
Yes and not just for our classified Ss but all Ss https://t.co/NLECUoIuRl
I call it general work habits in present levels. Those soft skills may be more important than academics some day.
Just posted 2A. ANYONE can favorite and retweet for a chance to win. THAT TWEET ONLY.
Q6: It is important to stay away from jargon that parents are unfamiliar with. Keep it simple :D
A6: I have a big resource book that is geared for 16-22 yrs old so they know what to expect
Yes, SOOOO important for all Ss!
Very, very true. It always should be, but people forget those cute little guys will turn into big guys someday.
A6: Procedural safeguards aren't the easiest to understand. I find conversation and face to face discussion most effective.
A5: I struggle with choosing goals that show progress for students that they are having success. I know it's happening they don't
A6: it's all about relationship w Ps. Make yourself available not only at meeting, but all year long.
A6. My district has an agenda that we use and I send that home that has little description of what each part will talk.
A6: To me, the most important thing is giving TIME to explain IEP's slowly and work collaboratively w families. They deserve it.
I used to have a poster on my office wall that I made w/rights & procedural safeguards in student-friendly language.
A4: I wish IEP's had to have transition goals for younger ages, before 14/16. Would have an greater impact.
And in plain English not jargon https://t.co/HftypAITZZ
that's pretty cool. I do feel parents need parents right that aren't so long.
Q7: How do you progress monitor towards IEP goals? Share your tools, tips, and ideas for great monitoring!
And choosing goals that challenges them yet they can master https://t.co/HpoBvkePsh
A5: I struggle with choosing goals that show progress for students that they are having success. I know it's happening they don't
Agreed, sometimes it takes the families a long time to accept what transition needs their Ss may have.
I second this wish! Where is the magic genie to grant our wishes?!? https://t.co/aXrZXkx7o0
A4: I wish IEP's had to have transition goals for younger ages, before 14/16. Would have an greater impact.
A6: And start with "What would you want for your kid if they didn't have a disability?" Then KEEP it and write how you can do it.
This is a great idea! Can you share it with us or is it kind of classified info w/in your district? https://t.co/i8SANHj1Kc
A6. My district has an agenda that we use and I send that home that has little description of what each part will talk.
A7: Classroom observations, written and spoken output, participation, grades, discussion, journals for self assessment,etc.
A3: I am struggling with having parents know how to be be involved. Title one schools make it a struggle.
A7: Daily data check offs: Goal sheet with matching activity. We increase diff. decrease supports as Ss progress. Document data.
You can still explain things in English, even if you have to write in jargon. Tell Ps what it all means.
A6http://www.parentcenterhub.org/repository/acronyms/
Can you give them specific tasks or things to do/try at home & report back w/progress to help guide them?
Q7: Identify the most common reoccurring goals, create a tangible activity and include it in your daily schedule.
I don't think so I'll double check tomorrow. If it's ok I'll send it.
Q8: What part of the IEP causes most friction between school, families, & other service providers? Why? How can we prevent it?
it tells us how to start and we go through it step by step. And I add some things in it to make it clearer.
A7: Google Forms for data collection. Share Sheet with whole IEP team.
Yes often it's like two different languages https://t.co/iwOh3gAKPx
You can still explain things in English, even if you have to write in jargon. Tell Ps what it all means.
A7 give feed back on progress notes to Ts asking to support statements with data from PM. We also have convo when goal is written
usually the problem is making sure they do it. I send home examples of what we are going to do
A8: I find services are tricky - related services & amount of time, things like 1:1 paras, assistive tech... Stuff that is $$.
A7 I have an IEP binder that I past there goals on it with a sign sheet. Then add work that will help
A7: Haven't used it for this yet, but I think https://t.co/K7e96gwAfV could be a great portfolio system for hard-to-test students.
Who are transition providers in your school? Like Voc Rehab or do you have things like job coaches?
A7: I have folders for each student. It has copies, graphs, data, work samples each trimester. I attach to prog notes for families
A8:Sometimes the present levels of performance are hard for parents and making sure the service grid is followed can be a problem
A6: In Utah we have the Utah Parent Center, I like tell parents of this resource, it's parents helping other parents.
A7 them reach the goal. Then I use an hour out of the day to work on goals with my students
the lack of understanding what is a measurable goal based on student needs not grade level curriculum.
Q8: Friction is usually caused by a misunderstanding. Make sure that you are being clear and concise.
For those in dark-age schools, can use Microsoft OneDrive & share, too. Just can't edit/interact live. https://t.co/lZ9Gh4NljG
A7: Google Forms for data collection. Share Sheet with whole IEP team.
A8: My pet peeve, a blank Assistive Tech section. As if anything put there equals exorbitant unnecessary expense for school.
A8 Yes often the $$ can impact what services are asked for or offered https://t.co/EUOBmboj9h
A8: I find services are tricky - related services & amount of time, things like 1:1 paras, assistive tech... Stuff that is $$.
A8: at times dismissing a service. Some parents want levels of support that aren't needed
A8 I think the one that caused friction is the amount of hours the child receives services
A8 I think the one that caused friction is the amount of hours the child receives services
YES!!!! I currently must write blank AT sections. I cry w/every IEP I write. Makes me die inside.
We have special form to ask for 1:1 para...more paper https://t.co/q3mNzQGlSD
A8: I find services are tricky - related services & amount of time, things like 1:1 paras, assistive tech... Stuff that is $$.
Q9: How do you involve students in the IEP process and make them true partners in their learning?
Or, worse, haggling over how many *minutes*. It's a student, not a batch of cookies! https://t.co/ldJF2C4biy
A8 I think the one that caused friction is the amount of hours the child receives services
Pretty much every parent wants a 1:1 for their child and every school wants no 1:1 for any child.
That will be my new go-to phrase: "It's a student, not a batch of cookies." You win the internet tonight, sir!
A9: I introduce my students to their IEPs, explain their goals, invite them to meetings! It’s all about them
A8: previous teacher gave goals that were not practical and explaining why they didnt meet them
exactly. Sometimes pple forget about that instead don't want to work. 30 min a day does nothing. Takes 15min to get rdy
Q9: I am not the best at involving my 1st-2nd graders in the IEP process.I just assess and reinforce their compliance :0
At least sneak it all into the Profile and PLoP?
A8: Not being able to commit resources freely. Always seem bound by $ but of course we can't tell parents that
I hate that! I feel like a majority of my Ss have meaningless and not-measurable goals when I get them. :( https://t.co/p8zW3Als2E
A8: previous teacher gave goals that were not practical and explaining why they didnt meet them
A9 students 7-12 come to IEP meetings and take part of the convo, teachers have them PM their own goals, interest inventories.
A9: I let the Ss know that it is their IEP, Ps &Ts can decide things, but Ss have to do the work
I hate feeling like bad guy when I really agree w/parents & want to give S same thing they do, but can't say that.
A9 ask them questions, ask them what they want https://t.co/kNpKLVu64O
Q9: How do you involve students in the IEP process and make them true partners in their learning?
A9: Asking the students what they want to improve on. I like to help them understand the point of sped is to help them achieve.
A9: I've started going through all psych evals w/HS Ss so they can understand their disability & its impact. Helps understand IEP.
A9 I am struggling with that trying to get them involved since they are young. But asking what interest them.
A9 I am struggling with that trying to get them involved since they are young. But asking what interest them.
in have been part of IEP mtgs where the teacher from the next grade is present to assist with goals.
A9. Ss run their own conferences. They make PowerPoint to share their input. They lead the discussions.
That *should* be a sad feeling, knowing the school is set against doing what the student needs. https://t.co/LjigWuDlSL
I hate feeling like bad guy when I really agree w/parents & want to give S same thing they do, but can't say that.
I ask what helps them or what things class were easiest/favorite for them so we can help make rest like that.
A9: at hs level I have them present their IEP with transition goals brochure
Too many of our Ss don't know what their disability is or how it impacts learning https://t.co/hx9eMoHCkU
A9: I've started going through all psych evals w/HS Ss so they can understand their disability & its impact. Helps understand IEP.
Yes helps break down the stigma if SPED give them hope https://t.co/0RTDs3Psz8
A9: Asking the students what they want to improve on. I like to help them understand the point of sped is to help them achieve.
A9: This year I videotaped students sharing their goals and favorite aspects of school and shared it w families at conferences.
I REALLY wanted to do this w/current Ss, but don't get time w/them to help prep. Constantly in conferences. :(
A9: I held student led CCs. Ss presented about their learning styles, needed accommodations, goals, strengths, challenges
A9: Even if it's not in the IEP, every kid should develop a "moon shot" goal, no matter how improbable!
Yes if they feel respected and that their input is important more buy in https://t.co/Q5SGjK4LWT
I ask what helps them or what things class were easiest/favorite for them so we can help make rest like that.
I'm always blown away with how many students think their disability is "I have an IEP." Which CAN be a disability.
agreed, it was tough for me too. Not all ran their conferences, but several did. We are always trying.
Q10: Share your biggest take-away from tonight! What is one thing you could use tomorrow to improve the quality of your IEPs?
Excellent! ! https://t.co/qRu2daHlmL
A9: This year I videotaped students sharing their goals and favorite aspects of school and shared it w families at conferences.
or just think they are "dumb"
I LOOOOOOVE this!!! You are the coolest teacher ever! Seriously.
A10: It was nice to see others who find the PLEP as important as I do. Keep up the good work all
Time to wrap up tonight! Thanks for the great dialogue & collaboration. Continue to use the hashtag as you finish your chats.
A10. I think I can improve the way I get my kids involved in their IEP. Talking to them about their goals!
A10. I think I can improve the way I get my kids involved in their IEP. Talking to them about their goals!
I will storify this and post later tonight so you can catch any missed tweets & check out all the posted links & resources.
Awww thanks! The students sat at my desk and I videotaped them. Very casual & they loved it!
A10: I have learned what to expect when writing IEPs, including what PLoP means. I haven't figured out PLEP yet though.
Q10: I like the idea of capturing a video of my students sharing their goals. Parents will eat that up!
A10) I often need reminded that I'm not the only one struggling with parts of the process. ?
A10-having Ss help with the writing of their present levels
Hahaha! I *think* they may be the same thing? "of Performance" or "Educational Progress/Performance"? Maybe?
The feeling is mutual my dear friends! I learn so much from both of you too!
I couldn't believe how well my Ss did & how honest they were! I go through same form w/them that I give Ts!
present levels of educational performance-find that each state has different acronyms
See you next Tuesday, 5/3, at 9:00 pm EST for the next ! Have a great night, fellow chatters! :)
A10 Confirmed our department goal of data driven pleps, measurable goals that can be progressed monitored is important! Thank you
A9: Be transparent & openly discuss why they receive the services they do. That knowledge helps build self advocacy skills
They should just call it the "What They Can Do Right Now" section.
A10 Def need to get more student involvement https://t.co/rWk1UIrRi9
Q10: Share your biggest take-away from tonight! What is one thing you could use tomorrow to improve the quality of your IEPs?
PRESENT LEVEL OF EDUCATIONAL PERFORMANCE! https://t.co/ITU2Ojk46x
A10: I have learned what to expect when writing IEPs, including what PLoP means. I haven't figured out PLEP yet though.
