How to use the Snapshot IEP in your next Parent-Teacher meeting.
When I was a special educator in Maryland, we provided an IEP “Snapshot” to all of our general educators who had a student with an IEP in their class. We knew that teachers could be overwhelmed when they saw the humongous IEPs flopped on their desks each September. We decided to simplify the form with a “snapshot” of the IEP. But remember: the IEP is a written document that is a contract between parents and their school district. The Snapshot IEP does not replace the IEP! It is just a great, simple way to let each teacher know about the student’s strengths and needs in the classroom.
Now that I have my own children with IEPs and advocating for other students, I use the snapshot for my own meetings. I want to share them with you. I used it yesterday at a “Back-to-School” meeting with my daughter’s teachers in middle school.
One teacher commented on how easy it was to follow the information. She also stated, “I wish all parents could be as prepared as this and have these.” Now you will be!
What is the Snapshot IEP?
A snapshot IEP is just what it says. It’s just a snapshot, a one-sheet if you will, of your child’s IEP. Please keep in mind, a snapshot IEP does not replace the IEP. A parent-teacher meeting does not replace an IEP meeting. But as stated in the first paragraph, if you are going to a Meet the Teacher night, what a great way to introduce them to the IEP without dropping a 50-page document on their desk.
This is what I put together for my daughter’s meeting (formatted slightly different for the post and minus some confidential info.) You can use as a template. It is pretty simple.
How to Create a Snapshot IEP
I list all of the teachers, guidance counselors and even administrators who may want the information on your child at the top. Date it in the corner. Go through the IEP and look at the areas of strengths and needs. Compile a list of both to discuss at the meeting. Then break the IEP down into the areas of specific goals. Typically you will find your child has reading, writing, behavioral, social, OT, Speech/Language, Math, and classroom modification goals. Then look at the actual SDI part or the specially designed instruction and write out “how” they will make those goals happen. You may also want to add if your child has any additional services such as (OT, SL, PT) and for what duration. This is just to inform the teaching staff.
Leave them with your contact information and always let them know you are there to help. Remember, this is a TEAM effort to help support your child.
Sample Snapshot IEP
Just highlight the areas that you want and right click to copy and save.
Snapshot IEP-“Name of Child”
Strengths/Areas of Need
friendly/written expression skills
polite /fine motor skills
good cognitive development/ emotional/behavioral development
determined/ transitioning skills
creative /organizational skills
imaginative/ redirection to tasks-at-hand
seeks out knowledge/ functional handwriting skills
on-level reading, math, spelling/ social skills
Writing Goals in All Classes
- written work w/ adult support (scribe/TSS)
- planning
- brainstorming
- word banks
- graphic organizers
- reinforce handwriting skills based on model/have edited in class or during resource
- provide teachers model of best handwriting to show expectation
- daily assignment book checked w/ support for writing to ensure complete
- use of assistive tech-AlphaSmart/computer for writing (in asst. tech eval)
Transitioning
- permitted to leave class 5 minutes early between classes
- difficulties with lockers due to fine motor issues (gym locker) may need assistance
Social Skills
- working on -initiating conversational interactions with peers
- reciprocal conversations on non-preferred topics
- picking-up and following social cues
- staying on topic in conversations
- interrupting teachers and peers appropriately at a break in conversation
Emotional/Behavioral Goals in Classroom
- monitor sensory seeking behavior
- due to sensory triggers w/loud noises, provide forewarning w/ fire drills
Positive Behavior Support Plan
- verbal praise for expected behavior
- give visuals for expected behavior
- provide immediate, direct, and constructive feedback on her behavior
Accommodations/Modifications in Classrooms
- reduced and/or mod. work expect. -build the ability to sustain attention to task-at-hand (i.e. reduced # of problems; complete work to demonstrate core concept understanding)
- opportunity to take tests in resource
- preferential seating to reduce distractions (discuss w/teacher wherein each class would provide optimal learning situation)
- provide the opportunity to work on homework in resource since homework increases frustration
- adapted tests for all core classes to include but not limited to
- word banks
- chunking
- graphic organizers
- reduced written assignments
- provide skeleton outlines to accommodate OT needs
- adult support for some core classes (see bottom note re: TSS)
- monitor for organization of binders and folders
Pulled out for OT-52 sessions a year
Pulled out for Social Skills Group-26 session a year
TSS will be working with her 10:30-1:00pm-setting-up
Thank you for your support!
Mom and Dad {followed by contact information}
So that was a basic template of the “Snapshot” IEP modified for the post. Hope that you find it useful and a “snap” to create for each year to follow as your child’s needs change.
IEP-one-sheetBest wishes for an awesome year,
Michele
This post was originally written in 2011 by Michele D. It was recently updated to check formatting and links.
