To ensure this is met, our team has progress monitoring week where we drop everything and double check all the progress monitoring (at least at the old school I worked at) and we would go over all the students we were teaching and ensure they had some progress listed (or why there was no progress if the students never showed up, then that led to other conversations).

Our school district recently switched programs for our IEP record keeping and organizing (from Goalview to Embrace) and wow, there was a lot of confusion and difficulties trying to figure out where to include PLAAFPs for the longest time. However, we all made sure we talked to the district and got some straight answers so now whenever we work on the PLAAFP section, I make sure i'm using the right Embrace section and following the PLAAFP standards from there to ensure the student is getting needs met as appropriate to their present level.

Today, we actually held a large SpEd team meeting about 1 student and tried bouncing ideas off of each other as to what we could do better for the student (no show, extreme disruptive behavior, general poor attitude, and does absolute 0 in class). True, this is for the evaluation of a students needs, but I liked how our team got together to see if we were exhausting all of our resources first before saying "wow we need to change their placement" (we never discussed this option, we just were seeing if we were doing our job badly or if the student was making the job a little more difficult than usual).

Funny thing about this one, my first year as a teacher and going through the trainings for the job, our department head made sure everyone on the team understood what this was and how to avoid it. For me, I just thought, "oh makes sense, don't know why this is a question" and now I think back and think, "wow, was this an issue before?" I didn't really think about how common this was.