I knew going into my position that I would have to complete IEPs, FBAs, BIPs, and goal progress reports every grading period. I spent my summer organizing my lessons and days to accommodate my duties because I knew I would not have a planning period, being in a self-contained setting. I started the year off with a wonderfully ignorant belief in my ability to complete paperwork within the school day without any complications, all while providing exemplary instruction. Boy, was I wrong!
Three weeks into the school year, our district decided to require that each case manager keep a four-inch binder of progress monitoring data for each student. We would be responsible for keeping student work samples and all the relevant paperwork up to date, such as IEPs and BIPS, both in the notebook and in the student’s file. We were charged with “regularly monitoring and assessing student progress” toward IEP goals and recording that information every few weeks on a form—forms we needed to create on our own, given only the vaguest examples possible.