Week 21

Week 21

Monday came too quickly, signaling my return to work. Although it was a teacher workday, I was grateful to sleep in just a bit before making my debut back at school. I spent the day reviewing data sheets and completing 25 IEP progress reports, updating parents on how students are progressing toward their IEP goals. Since I had just finished writing two IEPs for meetings scheduled later in the week, I was already in full swing.

The day flew by, especially since I needed to leave promptly to take Abby to the doctor at 3:40—there was no time to slow down. Progress reports require collaboration with general education teachers to ensure all goals are accurately addressed. One question that came up involved gifted students and how to determine whether they qualify under Plan A (IQ of 130 or above) or Plan B (IQ of 115 for students from underrepresented populations). I learned so much from my mentor and staffing specialist through this discussion.

If a student has both a disability and is qualifies for the gifted program , they are considered twice exceptional. These students have a gifted goal selected from a goal bank and are serviced by a gifted-endorsed teacher.  Students who are gifted but do not have an IEP receive an Educational Plan (EP). Regardless of the plan type, the gifted teacher is responsible for providing weekly differentiation instruction or consultation and reporting on goals each semester.

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Tuesday, I was ready to take on the world. I was excited to be back working with students and following a routine after December’s heavy testing schedule, which kept me out of classrooms more than usual. As I entered classrooms ready to begin, I quickly realized that both teachers and students were easing back in at a slower pace.

I pulled students from various rooms to work in small groups and did my best to remain flexible. One challenge I noticed was that many teachers were rearranging their classrooms for a fresh start—which I completely understand. However, as a support facilitator trying to establish consistency, frequently changing environments can be difficult. I don’t mind moving locations, but having to shift spaces month after month can be challenging.

I also struggled with re-establishing my own routine. At one point, I approached a teacher at an inopportune moment and unintentionally disrupted her teaching flow by asking about small groups. She asked that I either whisper my questions or wait until she finished teaching in the future. As a people pleaser, I felt discouraged.

Later, I learned my mentor would be out for two weeks. As I walked to my next class, I cried internally—and eventually externally. I cried because I felt alone. She has always had my back and understands how I think and feel because she has invested time in truly getting to know me. I leaned on two of my three BFFs that day and cried all the way to my car. I couldn’t sleep that night.

That evening, I spent time with my sister, who offered wise advice about working with teachers while not taking everything so personally. Her insight continues to help me grow into the best support facilitator I can be.

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Wednesday, I took a personal day. I was exhausted. I slept most of the day and later received a message from an administrator about testing students using SIPPS, a direct instruction reading curriculum I discussed in a previous blog. SIPPS targets phonological awareness, phonics, decoding, multisyllabic words, sight words, spelling, comprehension, and fluency. I explained my thinking behind previous questions and turned in early.

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Thursday, I returned with renewed energy—only to realize I had an IEP amendment meeting that took most of the morning. Amendments are used when updating specific sections or services without completing a full annual review. We discussed visuals, strategies, and accommodations that would best support the student.

The rest of the day was spent servicing students, meeting with a teacher to discuss next steps, and speaking with our instructional coach about intervention logistics and the why behind instructional decisions. By the end of the day, I was worn out. At home, I shifted gears and decorated for my daughter’s 19th birthday celebration.

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Friday’s alarm did not stand a chance. I was tired and not ready to face the day. When I arrived at school, I felt overwhelmed by visuals I needed to create and assessments that had to be completed. So I did what needed to be done—I put my head down and pushed through.

I shared information with the appropriate people and carried on through two IEP meetings at the end of the day. During these meetings, I was asked questions about transition services. While formal transition services begin at age 14, best practice at age 12 is to begin planning by supporting skills related to independence and self-advocacy, especially as students prepare for the move to middle school.

These are not transition goals, but goals that build foundational skills for the future. Students often complete a checklist to help guide goal development. The team agreed on appropriate goals for both students, and the meetings concluded smoothly.

Afterward, I spoke with a colleague about challenges related to SIPPS implementation. My role was not only to support the program, but also to examine why it wasn’t working effectively in that classroom. This work highlights the delicate balance between professional autonomy and district expectations. The truth usually lies somewhere in the middle.

I do not enjoy confrontation and prefer to approach situations gently. At the end of the day, we work for a principal, and even when we have autonomy, our focus must remain on what is best for students and aligned with the expectations of the administrators we report to.

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Important Reminders

• Mentors are invaluable.

• Besties make everything better.

• There is a reason things are set up the  

         way they are—trust authority.

•  Every leader has to put in the time 

         before reaching their goal.