| I've been having issues with my computer. First, is | | | | ...Team members must then communicate what IS |
| was crashing. Then email wasn't working. Next it | | | | NOT working in the program. Be honest because it |
| crashed again. I could only run one or two programs | | | | might just be your piece that is not working. |
| at a time, which didn't work for me. I would fix one | | | | HINT: All team members must be aware of this |
| problem and then another one would occur. | | | | process of stepping back to look at the overall |
| I even took my computer to the local store. First | | | | issues, not just isolated incidents. Otherwise, you will |
| they said there was nothing wrong. Then they found | | | | still end up with patchwork fixes. |
| a program hidden in the computer written in a foreign | | | | Based on your lists of what is and is not working, |
| language. After removing the program, they were | | | | how can you begin to restructure and re-prioritize the |
| sure it would work. Less than one hour later, it | | | | child's day to meet their current needs? At this point, |
| crashed again. | | | | don't worry about the formality of changing the IEP. |
| Finally, I had to take a step back and evaluate. Do I | | | | Use the current IEP as a blueprint for making your |
| keep patching together issues and solutions for my | | | | lists, start the restructure for a new program and |
| computer or do I choose a new computer based on | | | | when success begins to happen, make the |
| my ever changing needs? I choose the new | | | | documentation in the IEP. |
| computer. I am much happier. Clients are much | | | | HINT: You don't need an IEP meeting to have |
| happier. Work is getting done quickly and effectively. | | | | elements of change in the program documented. |
| Does this cycle remind of your child or student's IEP? | | | | Simply writing changes in a form letter and submitting |
| All special education issues start somewhere. One | | | | a copy to the file will put it on record and may be |
| program not working or one tool not being used and | | | | good enough until your next IEP meeting. Bottom |
| the student, family, and/or teacher become | | | | line- get it in writing and get it in the file. |
| frustrated. | | | | Example: You may find out that in the overall picture |
| A single element of the program is looked at and | | | | the child had too many transitions in the day. With |
| perhaps at first nobody can find the problem. Then | | | | team effort, transitions were minimized. Successful |
| the issue is found and fixed! All is supposed to be | | | | learning and minimal meltdowns were now occurring. |
| well and then CRASH! It happens again. Hmmm, let's | | | | The parent or teacher writes one page that states |
| find the next issue in the IEP and try and tackle that | | | | the situation, changes made and results seen. The |
| one. Done! CRASH! Here we go again. We call in | | | | one page document is addressed "To: The Team of |
| professionals to continue fixing the IEP, but maybe | | | | (Student Name)" and CC'd to the FILE. All team |
| we need to step back. | | | | members are now aware of the information it has |
| Most times when crash after crash is happening in | | | | been documented for long-term reference and |
| special education, the entire IEP should be | | | | accountability. |
| reevaluated. How to get started: | | | | Remember, not all changes are big. Not all students |
| ...Someone on the IEP team must take responsibility | | | | are going to need a brand new IEP, as I needed a |
| to stop the cycle of "fixing and crashing" the IEP. | | | | brand new computer. But by taking a step back and |
| You? | | | | evaluating current needs, what is and is not working |
| ...Team members (staff, parents and student) must | | | | and what can be changed in the child's overall |
| talk with each other to find out what IS working | | | | program, you may be amazed at the change in |
| throughout the program. Find the positives! | | | | productivity by all team members, especially the child. |