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musicmeg222 03-01-2019 06:28 AM

New Special Ed Postion
I am starting a special ed position - inclusion on Monday. I will be taking over until the end of the year for a teacher who had to move out of state.

I'm feeling pretty comfortable with things and I think it will go well. I'm hoping to become as prepared as possible and do as well as I can, so I can renew my contract for next year and not have to worry about applying for positions at other schools. I also want to use my planning period as best as I can too.

I have some experience with IEPs and rules/regulations as I have some experience working with students with speech disorders as part of my Bachelors degree coursework. IEPs for speech are different than those for special ed, but I'm just worried about understanding/remembering the rules and regulations for IEPs. I just remembered the other day that I need to make sure everyone attending the IEP meetings signs in and the signature sheet is turned in with the IEP. I've also been doing a few google searches looking for extra tips and important information relating to IEPs.

Can anyone, especially special ed teachers with experience, provide me with any extra tips, support, recommendations, or suggestions before I start my first day on Monday? Any definite do's/don't's? How often should I keep in touch with the principal? Please help!!

Tracy IDSE 03-01-2019 07:07 AM

IEPs how to prepare
Hello. I am a special education self-contained EC teacher at a high school in North Carolina. The in's and out's of IEPs:

People required to attend:
-Local education agent (LEA- usually an assistant principal)
-regular education teacher
-you, the special education teacher
-someone to interpret the results (if re-eval than psychologists) (usually it is you the special education teacher)

How to run the meeting:
-introduce all team members (go around table and they can introduce themselves)
-state purpose of meeting
-review over the IEP (send goals out at least 5 days in advance for parent to review prior to meeting)
-at the end of IEP remember to ask if any one has any other input or changes (before closing and verifying)
-complete the DEC 5 (where you state changes made to IEP proposals/refusals and why changes were made
-our county has meeting minutes that our LEAs/assistant principals complete

All paperwork required to be completed at meeting for annual IEP review:
-IEP/ DEC 4 (FBA/BIP to be included in IEP with behavior goal for students with behaviors that impede learning instruction)
-ESY worksheet
-DEC 5
-minutes (depending on how what your county requires)
-Parent invite return
-student invite if 14 or older
-Parents right handbook and the page to sign off parent received handbook
-IEP data

The overall things to remember:
-Send draft goals home to parent 5 days in advance
-make sure to parent returns invites signed
-complete ESY (extended school year) at each annual review
-make sure date to implement on DEC 5 is same as start date on IEP
-invite regular education teachers on same day you send home parent invites

Tip; Use google calendar to invite all IEP members so no one can say "I Forgot it was today"
do not forget to invite relate service providers same day as you send home invites to parents

Question: Does your school district have meeting minutes or do they just use DEC 5 as the minutes????? I know we have meeting minutes and it is helpful to assisting in completing the DEC 5. Does you school district use an online IEP generating system like CECAS????

musicmeg222 03-01-2019 03:40 PM

Hello Tracy IDSE,

Thank you for this information. It is very helpful and I'm sure I will refer back to it frequently. I had forgotten about rules and regulations varying from state to state. These are the little things that I need to remember - especially when completing IEPs and making sure they are completed and submitted on time.

Once an IEP is completed by each team member (special ed teacher, SLP (if applicable), psychologist, OT, and others), is the special ed teacher responsible for submitting the IEP? Where or who does it get submitted to, the principal or someone else within the school/district? Is the special ed teacher also responsible for formulating the meeting dates/times and making sure everyone attends?

Also, I will be taking over an inclusion position. I'm not sure if the students have had subs coming into their general ed classroom daily or if they only have had subs a few days out of the week. I'm not familiar with this position and how special ed students received help in their general ed classroom. If they have had a sub for awhile, I understand subs cannot make any changes, add new information, or deal with IEPs at all as they are not qualified. What do I do about completing the IEP for the end of the year when I wasn't present for the past few months when subs were filling in? I also thought about expired IEPs. Taking over a position toward the end of the school year will be fun, but challenging. I'm hoping IEPs are not overdue, or expired.

In response to your question: I'm assuming the district will have meeting minutes. Don't these need to be turned in with the IEP at the end of the year? I will find out more details once I start the position. I'm also assuming they use a specific IEP software program now that they are completed digitally. I'm not sure which program it is.

Ahhhhh. All of these considerations. And this is just relating to IEPs. Give me suggestions, help, tips, and sympathy. Let me know my first day on Monday will go well! <!--valentinegirl-->

musicmeg222 03-03-2019 12:01 PM

I feel pretty comfortable starting a position as a new special ed inclusion teacher. I am taking over for the remainder of the school year for another teacher who had to move out of state.

I'm not sure about the specifics of the position yet. I'm hoping I will be introduced to everyone and will become familiar with the school, its procedures, and my schedule/daily responsibilities as an inclusion teacher. I'm really hoping I'm not just 'thrown' into the classroom and having to go from there. Taking over toward the end of the year, I also am not familiar with the students on my caseload or any of their IEP goals. I also really hope I will have some time in the first few days to review IEPs and familiarize myself with everything.

Does anyone have any other tips, suggestions, or helpful information before I begin my special ed journey tomorrow? Let me know anything and everything!

ElemSped13 03-10-2019 09:58 AM

How's your new position going? Hopefully your team is supportive snd helping you get up and running.

musicmeg222 03-10-2019 08:31 PM

Hello ElemSped13,

Thanks for asking about my position....

It's going pretty well, so far. Sometimes it's tough since I started the position toward the end of the school year. The previous sped teacher left two months after the school year started and she left a complete mess in the classroom. The poor students, who are having difficulty focusing and learning as it is, have had many different subs for the past few months. I tore down the previous teacher's bulletin board paper and decorations since they were falling apart and kinda ugly, so now I have bare bulletin boards. I need to decorate them and add some borders, but I have to find the time. I do have a planning period, but as a new hire, I have had to complete online modules and trying to set up all of my accounts/log in information. I'm also not very creative and have absolutely no idea what to put on the bulletin boards, but I do need to decorate them somehow.

I'm a new sped teacher for 6th grade and don't really need to worry about my IEPs for now. The 7th and 8th grade sped teachers have taken over my IEPs and have been coordinating the meetings. When future meetings come up before the end of the school year, I will make sure to attend, but I don't have to worry about writing them or making sure they are complete for the end of the school year.

I would say the hardest thing right now is still not really familiar with all of the students reading/writing levels. They come to my classroom for Language Arts resource, so I'm having to create lesson plans and activities without really knowing their levels. I wrote a few random questions on the board last week for them to copy down and answer and that was difficult enough. I read through their responses. Their penmanship, spelling, and sentence structure is terrible, so we can really work on that for now. I want to have them read a little too, but I don't know about their reading abilities. The testing coordinator on the school campus wants to retest the students for more current scores, but she hasn't done that yet, so I'm creating lesson plans around that. It's also tough being a first year teacher and not really having experience with lesson planning or knowing what to teach.

My mentor will be visiting the campus very soon to help me out. I'm hoping that will really make a difference.

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