Proactively finding out the IEP goals and accommodations you're responsible for implementing — framing the ask around the student, going to the right people, and following up until the information actually arrives.
The thinking behind strong practice, and the cues that show it.
The scenario you saw
You have been assigned to support a student all week, but no one has shown you the student's goals or accommodations and you have no access to them. What do you do?
Before you read on — what would you do here? Picture your move, then see the thinking behind strong practice.
What strong practice looks like
Why this works
Supporting a student whose goals and accommodations you have never seen means supporting them by guesswork — and 'paras often aren't told' describes a common failure, not an acceptable plan. The strong move keeps the ask about the student, not about you ('How can I help them meet goals I don't know?'), which is respectful and very hard to refuse. And it persists: one polite mention that goes nowhere is not the job done — having what you need to do the job is.
Scope & safety
Being told the supports you are responsible for is not a favor — federal special-education law (IDEA) requires that everyone who helps carry out a student's learning plan (IEP) be informed of their specific responsibilities and the accommodations involved. Asking for that information is doing your job, not overstepping.
Recall is where it sticks. A few quick scenarios.
Reading is useful, but recall is where it sticks. Three short scenarios, low-stakes, no scoring. About 3 minutes. You can stop any time.
Start the practice set →Short on time? Start with the first one.