IEPs have to be kept away, but I think you are talking about more broad things? right?
I teach inclusion, but I do have things like fluency, multiplication, etc around the room with checklist type things as to who has mastered which portion... motivation tools. But, they are for my entire class - it just happens that some of them have goals that also fit those.
I do make myself a one page thing with all the goals for each kid on an IEP/504 and keep it in my planbook (folded and paperclipped in the front) just to refer to every now and again. I keep a lot of things there and I'm the only one to ever touch my planbook.
The IEP is supposed to be kept confidential, so I don't post any information about students anywhere in my classroom. I do, however, make a list about all my students. I put things like, can't work with so and so, needs visuals, needs a larger font, etc. I refer to it when I am lesson planning so I can make sure to provide solutions to these things. I add to it throughout the year.
I'm not sure if confidentiality is an issue since you teach in a sped classroom, but I think it might be since every child has an individual plan. Maybe you can have the objectives on a clipboard and keep track that way so that other students can't see it. Just a thought.
I agree with the pp's, IEPs need to remain confidential. I also teach spec.ed. in a self contained room. The way that I keep track of my students' goals is I have a page of their goals on a spreadsheet and then I can put any type of progress or what date we worked on the objective. I keep this in my "Everything Book" Hope this helps!
IEPs are kept in the SEL's office under lock and key. BUT I print out the goal sheet which is part of our IEP and highlight the goals/objectives. I then keep them in a binder. Here I can look quickly to maintain their goals. We have to test the goals and objectives 4/5 trials for 3 marking periods. I test 2x a month their goals. I keep this in that binder as well. At the conference I pull that tests out to show the parents the progress.
Something I do which may help you as well. I have on a small card hung by my desk the child's initials and their IEP date, ER date and NOREP date. 1x a month we have to fill out a form for the region with this info (as well as the child ID, age etc...). I needed something on hand for that so I did it that way instead of having to look it up each month.
Since they are specific to each child and confidential I just make a list on the side of my lesson plans. I don't write any names with the goals since I only have a few students on IEP's so I know who the goals go to. But this keeps it on my mind so that I am addressing their needs.
If you have several students since you are a sped teacher you might try making a binder with a spreadsheet for each student so you can track them.
Thank you everyone. I am thinking of posting on each child's desk or display: working on double digit addition" so that I and whomever is working with the students see points that I wish to stress. I set up monitoring everyother week, and was thinking of creating a bullentin board to display their work and progress. Because of their limitations, we do not use many or any paper and pencil sheets, so these would most likely be the only ones.
What about making a to-do list? I have done this so that para's, therapists, etc. could work on the student's obj. and goals. For example, at the top of the page I have it titled "To Do" then I put a blank for the student's name, followed by numbered blank lines. I then write in what tasks I want the student to do, such as tying their shoe, counting change, using flash cards, etc. The person working with the student initials, dates, and tells % of accuracy- or how many attempts(number) right/total number. This way I have documentation of what was done with the student and how they are progressing. You could even laminate the blank lists and then re-use them. I usually use the same list for the whole week.
I also teach in a sped room and confidentiality is a big issue, IEPs have to be kept locked up. I made copy of their goals and accommodations pages only and keep them in a file in my desk to use for planning and assessing.
Last couple years we've been using google docs that we share with all the providers for each student. Different people enter their data and we see which objectives have enough and which ones need more work. We also share those documents with the general ed teachers asking them to update on their end.
The years before, I have made cards for the instructional assistants and myself and laminated them for durability. We use to carry them in our bags as we went for inclusion or etc.