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Week 7



Week 7: Learning, Grace, and Growth

Monday was my first collaborative IEP meeting. In previous IEP meetings, I was the primary ESE teacher and service provider because I taught in a separate classroom. However, this year I learned that as a Support Facilitator, I only serve as the case manager when I am the sole provider. When a student receives direct instruction from an ESE teacher, that teacher becomes the primary point person for the IEP.

This meeting felt different. I found myself stepping back, listening more, and acting as a mediator between the general education and ESE perspectives. My role was to bring balance and clarity to classroom and behavior data. Even though my input was smaller, I realized that my role is still one of the most important for student success in the general education setting.

When students are pulled for direct instruction, such as decoding or phonics intervention, they miss valuable classroom instruction. The benefits must outweigh the costs. That’s why when an ESE student receives support facilitation for ELA or Math, the focus is on collaboration — providing accommodations, modifications, and instructional support so both student and teacher thrive together.

The IEP Process and Data Collection

On Tuesday, I received notice that one of my IEPs had to be moved up due to upcoming deadlines. This kind of last-minute change is common in the ESE world, and flexibility is key. I adjusted my schedule to complete all required testing, which includes:

  • Phonics and Decoding Assessments

  • Oral Reading Fluency

  • Vocabulary and Spelling

  • Comprehension and Informal Reading Inventories

  • Meta-Comprehension and Close Reading Tasks

  • Math Subcategory Tests aligned with grade-level standards

  • Vocational Skills Surveys (for independent functioning)

  • Social Skills Checklists (for social-emotional goals)

This comprehensive data collection gives me a big-picture view of each student, ensuring that goals are both targeted and meaningful. I’m also learning how to align documentation with general education services — a new but rewarding challenge this year.

Reflection and Grace

As you can tell, I’m very detailed and organized in how I approach IEPs. But this year, I’m learning (and failing forward) that I cannot expect others to see things exactly as I do — just as I cannot always see things from their perspective. Every member of an IEP team brings unique strengths, and each role is vital.

I make plenty of mistakes, and I’m often my own worst critic. One of my biggest personal lessons has been learning to extend grace — both to myself and others. It’s something I still struggle with deeply. God freely gives grace and eternal life, not because of what we do but because of who He is. Accepting that unconditional grace is hard for me, but I’m learning to rest in it — and to share it freely with others.

Illness and Small Joys

Toward the end of the week, I caught the virus that’s been circulating around school — courtesy of Abby. I took Thursday off and rested most of Friday, still going to bed by 9 p.m.

Before I got sick, I had the opportunity to model a reading intervention for an ELA teacher using Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS). I loved teaching a whole-group lesson, especially when we discussed the word which. I told the students, “Which is like 67 — you have to pick which one!” Their laughter reminded me why I love what I do.

I also completed DIBELS training, which has been a goal of mine for two years. DIBELS is a structured tool that measures letter naming, nonsense words, fluency, and cloze comprehension. While I’m thrilled to have it in my toolbox, I still believe no single assessment can tell the whole story — it’s best to gather multiple data sources to avoid bias and make the most informed decisions for students.

Final Thoughts

Every week, I wonder if it’s time to stop writing this blog. But when I start typing, I feel God nudging me to keep sharing — to show my humanity, humility, and hope. My prayer is that this space continues to be a platform where others see the beauty in imperfection, the purpose in learning, and the power of grace.

Every parent deserves to be informed and empowered. Every child deserves a Free and Appropriate Public Education (FAPE) — regardless of disability, resources, or misunderstandings. That truth drives me forward, one IEP, one collaboration, and one act of grace at a time.

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