For a period of three months beginning in March and ending in May, I was heavily engaged in writing IEPs for students at our school. It may be small potatoes for some of you, but this year I wrote at least 20 IEPs, participated in several ETR meetings, and conducted at least 20 IEP meetings. I realize many of you may have written more, but I confess that as a first-year teacher, it was a daunting task.
I did not think I was up to the task or the challenge writing so many IEPs and when I was first given my assignments I was a bit overwhelmed. Writing IEPs for the students I have worked with all year would be a piece of cake: I knew them, I had mounds of data, and I knew them. The challenge was that most of the IEPs I was assigned to write were for children I had never met and never taught. It is a monumental task. And, to be sure, ‘writing’ and IEP during student teaching (or learning about writing an IEP in graduate school) is nothing like sitting down before a blank computer screen.