This form is useful for general education teachers trying to wrap their heads around the multiple IEPs within their classrooms! Special education teachers can use this form as a way to communicate to general education teachers the needs of their IEP students or to keep in a special file for quick checks of IEP information.
Parents may also appreciate the use of this form as a way to take note during IEP meetings or to have a quick reference for questions and future planning.
I would suggest printing this sheet on brightly colored paper for easy locating. Give each teacher a copy of the necessary IEP at a Glance Forms. Then, as the year progresses and IEPs are updated, switch to a different bright color so teachers can more easily differentiate between the old and the new and know what IEPs are still needing their annual review or re-evaluation.
At the beginning of the school year, special education teachers can complete this form for each student on his/her roster. Then, these forms can be distributed to each special education student’s general education staff. Collect each general education teacher’s set of special education students’ IEP forms in a folder or binder.
Ask the general education teachers to sign a form indicating they received IEP Overviews and understand their responsibilities for implementing the contents.
I would suggest printing these forms on one color of paper at the beginning of the year. Then, as IEP meetings occur, redo the form with the new IEP’s information and print on another color of paper. This helps to visually indicate completed versus uncompleted IEP meetings.
To complete the Goal Areas section of this form, write the category or categories in which the student will be attempting to meet goals. For example, on the “Reading” line, a student’s goal may be in the area of reading comprehension, reading fluency, or vocabulary. On the “Behavior” line a student may be focusing on self-control or managing breaks from the classroom.
To complete the Additional Services box on this form, indicate with a checkmark which additional supportive services a student will or will not be receiving.
In the Accommodations box, make a list or chart of the accommodations a student is eligible to receive. Detail any stipulations and parameters for these accommodations as well.
In the Progress Monitoring section, describe how each goal area will be progress monitored (probed). For instance, the “Reading” line may state, “one minute, grade level, fluency probe, 1x/week.”
Students (and their parents) may also like their own copies of the IEP Overview Form to help them in understanding their IEPs and to use for advocating.
This form may also be useful in planning and reviewing at an IEP meeting. Use it to take notes!