IEPs are the foundation to a quality special education program. In our teacher preparation programs, we practice writing present levels of performance, measurable goals, and finding just the right accommodations and modifications. But – what about the actual IEP meeting? The entire team in one place, reading your well crafted document out loud – PARENTS in the room – it’s a lot.
But – what if IEP meetings didn’t have to be so daunting? What if you had a plan that you were so confident about, that you weren’t actually nervous to present it? What if by the time you got to the meeting, everyone was already on the same page? We’re here to show you how.
When it comes to a quality, effective and efficient IEP meeting, there are some do’s and don’ts. Following these guidelines will help set you on your way to the kind of meeting all special education teams dream of!
The thing about special education that makes it so different from other areas of education is the legality piece. There are a lot of laws that protect our precious students so that we can ensure their needs are being met. While our best interest may be at heart, we could be accidentally forgetting an important safeguard or overlooking a policy if we aren’t careful. Being aware of IDEA as well as your state’s specific laws regarding special education is a good idea before you head into a meeting.
Have you gotten a chance to review the FBA and BIP that are on page 12 of the Triennial IEP? Wait – what?! Us special educators are the QUEENS AND KINGS of jargon. What makes sense to us does not always make sense to our students’ families. Make a pact with your team before the meeting that you’ll speak in plain language and explain any jargon-type language that has to be used. Grab a free Special Ed Acronyms brochure here.
IEPs are long, tedious documents – don’t go at them alone! Collaborating with any related service providers and general education teachers on the present levels of student performance, goals, accommodations and modifications, inclusion minutes (and more!) BEFORE the meeting will not only lessen your load, but it will make sure everyone’s on the same page when you get around the table.
You want the speech pathologist, PE teacher, and social worker to ALL be in agreement with the student’s IEP for the year. Oh yeah – parents, too! Plus, wouldn’t it be nice for goals and benchmarks to be co-created instead of a surprise around the IEP table? Sending home a quick Google Form or paper worksheet asking for any input on student goal areas can be so empowering for families and other team members. It’s important data they are sharing with you, which in turn helps with co-writing IEP goals.
If you’re not sure where to start with when to send what home and who to reach out to when, start with this free resource: the IEP Writing Timeline.
If work examples and data can be shown, show them! If the occupational therapist is referring to handwriting, bring a sample! If you’re explaining the need for a behavior intervention plan, show some graphs and data to paint the picture. When there are real examples, it makes it easier to have a conversation if there is a disagreement.
Data and permanent products don’t have bias or opinions. Data is fact, and facts are provable. Giving families and all stakeholders a chance to physically see what you’re referring to makes everything more concrete and real.
An agenda helps keep the meeting organized, ensuring that all essential topics are addressed within the allotted time. Using an IEP agenda sets the purpose, keeps everyone on track, and encourages participation around the table.
IEP writing shouldn’t feel like guesswork! Inside The Intentional IEP, you’ll get access to the expert-led trainings you should have learned in college—covering everything from data collection to goal writing and implementation. Pair that with 10,000+ pre-written, standards-aligned goals and time-saving resources, and you’ll finally have the clarity and confidence you need to write strong, effective IEPs. Join today and start learning what they didn’t teach you in school!
You don’t know it all; none of us do. The student’s family will know more about their child than you do, and related service providers are going to know more in other areas than you as well. It makes sense, and it’s why working as one cohesive IEP team is so important. You also may have families or advocates ask you questions that you simply do not know the answer to. Being able to say “I don’t know, I’ll find the answer and get back to you!” is perfectly acceptable, and better than fumbling through a possibly incorrect response that you may have to fix later.
There are so many factors that go into hosting an effective IEP meeting that’s sensitive to the needs of the families in attendance. Following these do’s and don’ts, and making it a goal to abide by them, can really help make your meetings go as smooth as possible. And now that you know what to and not to do at an IEP meeting, your next step is learning what to do before, during, and after the IEP meeting takes place. Read about it here.
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