If you’ve ever sat at your desk, IIP binder open, sticky notes everywhere, and thought, “How am I supposed to keep up with all of this?” — you’re not alone.

A fellow Saskatchewan teacher recently asked in a Facebook group:

“How do you manage all your IIP goals? I have 4 students with 8+ goals and only have support sometimes. Feeling overwhelmed.”

First of all — if that sounds like your current reality — take a deep breath. Managing individualized goals while teaching a full class is a huge task, and it’s okay to feel that weight. The good news is there are ways to make it more manageable and meaningful without drowning in paperwork.

When I was in the classroom, I found it easiest to create a simple rubric grid. I’d list the IIP goals down the left-hand side and the weeks of the term across the top. Each goal included a short description to keep the focus clear.

Then I’d use a 1–4 scale for quick observations:

• 1 – Not yet

• 2 – Emerging

• 3 – Meeting

• 4 – Exceeding

This allowed me to record informal assessments or quick check-ins during lessons, group work, or one-on-one time — no extra testing required.

You don’t need to gather formal data every week. Your classroom observations and anecdotal notes are just as valuable. If you notice a student using a strategy independently or mastering a skill in context, jot it down in your rubric. That snapshot helps your SST or CCT see authentic progress in the learning environment.

Remember: your role is the classroom lens. You’re documenting what happens in real time, not designing intensive data collection systems — that’s where your support team steps in.

Keep your rubric on a clipboard or digital tablet during literacy or math rotations. Take two minutes after small-group lessons to update a few notes. Small, consistent entries are easier to maintain than trying to recall everything at the end of the month. 

Lean on your support team. Your LRT (Learning Resource Teacher) and CCT (Classroom Complexity Teacher) can handle detailed assessments, progress reports, or formal testing. Share your classroom observations with them — that’s the data they need to connect the dots.

When collaboration is consistent, the workload feels lighter and the picture of student progress becomes clearer.

You’re not failing your students if you don’t have every box filled in every week. IIPs are meant to support student growth, not overwhelm teachers. Progress happens in small steps, and your consistent attention to those steps makes the difference.