Unless you have some crazy math brain (I’m jealous if you do), it can be SO complicated to figure out how to allocate IEP minutes for your students. My students are essentially with me for the whole day. So I need to configure the minutes for my students’ IEP goals to take up the entire school day. But how do you know how many minutes for language arts, how many independent functioning, etc. when you have a busy day full of activities? And most of these activities often target multiple IEP goals. I use this template to figure it out and it is a lifesaver!
So I use it while I am writing the IEP. I print this sheet out blank with the different centers of our room typed on the left side. I think about their IEP goals for each subject area and then write in with pencil how long the student spends in that activity per week. If a center works on multiple goals it counts for both goals. (the writing in pencil system works way easier for me for some reason than typing it- not sure why!) I then type in ‘checks’ to indicate what centers work on which goals and type in the tallied minutes on the bottom.
I give this to parents at IEP meetings. I think this gives an easy ‘at a glance’ view of where will be working on the IEP goals. I also keep the pencil written copy in the students’ file and use in conjunction with my yearly curriculum maps. This is so key when a principal or administrator stops in and wants to confirm that minutes are correct. Pop this baby out and you are ready to go!
Here is a free download for a blank version of the IEP minutes form (it’s a pdf so if you want to edit, you can insert text boxes).
Hold your horses, one more thing….. this linky party spoke to me – okay that sounds weird – but it did and I think this could be real hilarious to read everyone else’s. It’s ‘What’s your teacher-ism?’ – what do you students hear you say everyday?
I know what my teacher-isms are because my students start to say them! My kids get to be ‘in charge’ when doing group activities and someone gets to sit in the teacher chair and act like the teacher (they LOVE this). I love it too because sometimes I almost pee my pants laughing so hard hearing the students talk like how they think a teacher should. Here is what I hear come out these little childrens’ mouths (these quotes don’t do this justice because these are all said in the same intonation as I would which is hilarious):
“Is that good behavior?” “First work, then break time.”
“Awww bummer, no big deal!” “I like how you’re paying attention”
“Let’s be respectful” “What’s your deal?”
… and worst of it one my students calls everyone ‘honey’ now (which I think is so freaken’ adorable!) another scripts ‘omigod’ and a few others say ‘awesome!’ in a tone of voice that completely mimics mine! What must these parents think??
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4 Responses
Thanks so much for linking up! I’m with you- I can tell when I say something a lot when the students start to say it, too! I’m sure their parents hear it, too 🙂
I’m a new follower! I’m so interested in autism, and have a student on the spectrum this year in my room.
Jenny
Luckeyfrog’s Lilypad
Thanks for following Jenny! And thanks for hosting a great link-up 🙂 Good luck with your student with autism!
– Sasha
Last year one of my kindergarten students told a cafeteria worker who tried to make her use germ x when her hands were dirty “There is no substitute for warm water and soap!” I choked I laughed so hard!
Omigosh that’s too funny!! 🙂