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 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, low drama, 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.
Need help understanding procedural safeguards? Grab this Procedural Safeguards At a Glance resource when you join The Intentional IEP to have during your meetings to answer any questions that might come up.
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 plan for the year. Oh yeah – parents, too! Sending home a quick Google Form or paper worksheet asking for any input on student goal areas can be so empowering for families. Wouldn’t it be nice for goals and benchmarks to be co-created instead of a surprise around the IEP table?
Can you imagine being a parent of a child with a large team of school professionals? Walking into an IEP meeting and seeing a ton of moderately familiar faces around a table, all talking about YOUR kid? Be sure to facilitate meaningful introductions. Each professional should have the chance to say their name, role, and what they do for their child. We can’t always assume that parents remember exactly what an “orientation and mobility specialist” does with their child – it’s a lot to remember!
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.
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. 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.
If you’re looking for more specifics on IEP like general education collaboration, functional behavior assessments, and AAC – you’re in the right place! Click the image above to join!
Well, you don’t know it all. None of us do! Sometimes the families will know more about their child than you do, and that’s okay. It makes sense! Also, sometimes families or advocates will 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.
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