New Teacher Survivor Series

Part #13 - IEP's & Modifying for Students with IEPs.

Introduction:  Individualized Educational Plans or IEPs are very common in today's public school settings.  It is a certainty that each agricultural education teacher in the state will have at least one student, probably more, who is on an IEP.  So, what is an IEP.  An IEP is a specific plan in which the subjects, amount of material, grade level, and/or specific methods of instruction are detailed for the teachers to apply to a student.  It is your duty to know what your responsibilities are in regard to that IEP.  Below, we will try to answer some of the most common questions asked by instructors dealing with students with IEPs.  Please consult your special education instructor if at any time you are confused about a student's IEP of you are having difficulty with the students.

1.      Do I really have to go to the IEP meetings?

      Answer:  In a word, "YES".  It is your duty to attend the IEP meetings of your students.  It is a neglect of duty if you do not attend without a reasonable excuse.  Also, this will give you the opportunity to listen to all the students teachers and meet the parents.

2.  What happens if I miss the meetings?

    Answer:  If you have other responsibilities such as a stock show, contest, or job obligation, you will need to inform the special education teacher in charge of the meeting you will not be in attendance.  He/She should try to arrange a time to visit with you individually about the students IEP and your responsibilities. Never miss a meeting without informing the administrator or special education instructor in charge of the meeting.  You can be placed on a plan of improvement if you miss all the meetings. You could find yourself in trouble if the student does not earn a satisfactory grade.  You will be in trouble if the student ends up ineligible for an activity or failing your class and you did not follow the IEP.

3.      Can a student on an IEP fail a class or be ineligible?

      Answer:  In a word, "Yes".  However, the teacher must show that he/she was following the IEP.  The IEP could include several steps and/or methods of teaching.  If the IEP was not followed, who do you think is held responsible?  Not the student.  The one "out" that sometimes occurs is that the student does absolutely nothing in class. 

4.      What should I do if a student in my class, on an IEP, has a grade that is getting close the the failing level?

      Answer:  Assuming you have already made attempts to help the student one on one, make sure you are following the IEP and any modifications that may be prescribed.  If you are satisfied, consult with the special education instructor and send a notice home to the parents.  (Note: The notice to the parents should be done for all students who are coming close to a failing grade or ineligibility status.) The special education teacher should make a decision whether to meet with the parents or assist with remediation.

5.      How do I modify for an IEP student?

    Answer:  The special education teacher should prescribe specific ways and methods of modification for the student.  The special education teacher is not responsible for modifying your materials or curriculum.  He/She is only responsible for identifying the deficiencies and suggesting modification methods.  However, they are usually more than happy to sit with you and assist in your modification.

    Example modification - Highlighting a student's textbook for them.  This would highlight the specific information the student is responsible for learning. The teacher would highlight the textbook before the start of the unit or section.

    Example modification - Construct an information sheet that contains the information the student is responsible for learning.  Provide the sheet before the start of the unit or section.

    Example modification - Provide written or typed notes for the student before the start of the unit or section.

    Example modification - Test the IEP student on select items instead of requiring the comprehensive test.

    Example modification - Provide a peer reader or allow the student to have the special education teacher read the test orally to the student.

    Example modification - Allow the student additional time to take a test or do an assignment.

    Example modification - Provide a learning buddy.

There are other modifications that can be assigned to a student's IEP.  It is your job to carry through with the modifications.  Sometimes you will have help in developing these modifications and sometimes you will not.  Be sure to seek help and advice when needed.

6.      Do I have to allow an IEP student into the shop without making a standard on the shop safety test?

      Answer:  In a word, "NO".  However, you must have met the modifications addressed in the IEP.  You might have to read the test or give the test with teaching tools and/or hands-on evaluation.  However, never let an IEP student into the shop until you have met with the parents and discussed the student's progress, safety test score, and what will be required of the student while in the shop.

7.      Can I use the same modification for all IEP students?

      Answer:  In a word, "MAYBE".  If the students have the same learning deficiency, you can use the same modifications.  However, not every learning deficiency is addressed by only one modification.  You and the special education teacher must make that decision.

8.      What should I look out for?

      Answer:  The parents of most IEP students are very informed and very aware of what the IEP says.  In addition, most of the parents expect the teachers to follow the IEP.  There are a few that do not really know or care, however, the majority are very familiar with the process.  Therefore, you will need to be informed and well prepared for any meeting with the parents.  Be attentive and listen to all that is said.  Address questions when they are asked of you and provide the information you have prepared.  It is wise to keep a folder of the student's work for accountability and documentation.  Parents will not argue with proof.  (Note:  This sort of documentation is helpful with all types of accountability.)

      Answer:  You should also look out for the special education teacher.  Some are very organized and some are not so organized.  Don't find yourself running the IEP meeting or the main speaker at the IEP meeting.  They should do that.

      Answer:  Sometimes the Ag class is just what the student needs according to the special education teacher.  The student may not have any desire or interest in Ag, however because Ag teachers usually have fewer problems and open spaces in classes you get the student.  Work closely with the counselor and special education teacher so they understand what students you expect to be in your program.  (Students are interested in Agriculture, Ag Power and Technology, and/or the FFA.) 

9.   Should I make the work easier or give students on an IEP less work?

      Answer:  Never assume that giving less work is a fix all.  Follow the IEP.

      Answer:  You should modify as little as needed to meet the IEP.  The less you modify the better for all.  You can always add additional modifications if needed.  Because many of our concepts are taught hands-on, it usually allows the student to have a greater opportunity to learn in a method more in-line with the IEP.

10.  Can I discipline a student on an IEP.

      Answer:  In a word, "YES".  However, you must discipline according to the IEP.  A teacher can be reprimanded for administering inappropriate discipline to a student on an IEP.  For instance: if a student has an emotional disability and you severely punish him/her for acting up, over reacting to a situation and throwing a big fit, or speaking out in a loud and obnoxious manner, the teacher might be in the wrong.  These reactions are part of the student's disability. Therefore you should plan ahead for discipline of an IEP student.  Ask the principal and the special ed teacher what your options are.  If the student with an IEP is not active in the FFA and traveling with you on events, let the principal handle major discipline problems.  If that student is going to be with you often, you need to handle the problem.  However, always run your discipline of an IEP student by the principal before you administer it. The primary source for approval is the parents.  If you have a good working relationship with the parents, you will probably have no problem.  Then if you do have to discipline the student, the parents will back you.

The key to working with all of the people involved with the student on an IEP is being there.  Attend the meetings, modify the course curriculum accordingly, keep everyone informed of the progress of the student, and listen more than you talk.  If you have questions, see your special education director or teacher.  Remember, this page is only an informational aide.  By no means should you think this informational brochure is all encompassing.

Good Luck