As you begin your career in special education, one of the most challenging, but important tasks as a special education teacher is conducting a successful IEP meeting. That one time a year where you meet with parents/caregivers to review present levels, progress on goals, programming and create a plan for their child for the coming year. I have conducted many IEP meetings in my time as a teacher and what I've realized it all comes down to is... what relationship do I have with this parent and how is that impacting their trust in me to create an inclusive environment for their child to make intentional progress toward their goals?
As I write this blog, you'll find me referencing the word 'intentional'. As we prepare for IEP meetings, we have to be intentional in what message we want to send to the parents/caregivers. We have to be intentional in what supports we are giving to students and intentional in how we provide them. All of our intentions need to be impactful and inclusive. I'll tell you the ground work of creating a successful IEP meeting doesn't just involve showing up to the meeting and following a list of tips you found on a blog. The majority of the success in an IEP meeting involves creating a positive, healthy relationship with the parent/caregiver throughout the whole year or many years of working with the student and the family. As you read through these tips, I always like to envision myself in the parent/caregivers shoes.
How would I feel if this was my child? Would I feel included in helping to make choices in my child's IEP? Is this teacher intentionally including me and my expertise in the educational decisions of my child? Am I a part of this conversation or being talked to within this conversation? Just as we feel this is our job and we are doing what our job expectations are, we have to realize our job expectations and roles are impacting a child's life.
So, here are my tips on how to create a successful IEP Meeting:
1.) Build a relationship: A successful IEP meeting begins with building a positive relationship with the parent/caregivers throughout the year or time of servicing their child. For many of us, with many kids on our caseloads, it's hard to keep track of who we are and are not connecting with. Make a list of all your students and when their annual case conferences are due. Make an intentional effort to connect more with the family as the conference nears closer. Connecting with parents/caregivers in various ways: phone calls, email, positive notes home, etc. Just let them know you are there and are investing in their child's education as their special education teacher. When a parent goes to the IEP meeting, the information given to them should not be of a surprise. You should have connected with them enough so that much of what you are telling them is not something they are hearing for the first time. When we unintentionally withhold information parents can lose trust in us and our relationship is broken at that point. Create healthy relationships intentionally through frequent connection.
2.) Schedule the meeting one month in advance: Whenever I go to schedule the meeting, I ensure to find meeting times that meet the diverse schedules of the case conference team. I do this one month in advance of the IEP due date and reach out to the parent with 3 available meeting dates/times. This allows time for the parent to respond without getting too close to the IEP end date. Schedules are also more available one month in advance as opposed to 1-2 weeks in advance of scheduling the meeting. This allows you a month to collect important data from the parent, case conference team or baseline data for goals. Scheduling the meeting in advance allows the parent to know you had their child's best interest in mind.
3.) Parent/Guardian survey: One of the most important things I do to prepare for the case conference is send home a parent/guardian survey. This survey contains a list of 8 questions that parents can answer regarding what goals they want to see their child achieve, what changes to their IEP they feel need to be made and what is their child's overall outlook on school? After I began implementing the parent survey, I felt my meetings went so much more smoother. I could get a general understanding on how the parents felt in regards to the IEP process and their child's special education experience. Once I get the survey back, I input the information the parent has provided into the corresponding parts of the IEP. Not only does this provide me with more information from the parent, but it also ensures they have an intentional input in their child's IEP.
( Pictured is the parent/guardian survey and the IEP meeting reminder slip. Both of these are available in this free product in my TPT store: https://www.teacherspayteachers.com/Product/IEP-Meeting-Binder-4888727 )
4.) Agenda: Send an agenda to the case conference committee ahead of time. Outline the purpose of the meeting and key notes or concepts the case conference committee needs to consider. For example, if I have a parent who may struggle with a certain part of the meeting I ensure the case conference committee is aware of that so they can prepare data-driven points for the parent when that part of the meeting comes up. If I need a certain IEP team member to ensure to hit on a certain goal or data point, I can let that member know I want them to spend more time in that area. I also use the agenda to assign roles if I need to. Who is taking notes, who is ensuring the parent gets a copy of their parental rights, who is getting the IEP signature, etc.
5.) Create a Checklist: Something I always found helpful when preparing for an IEP meeting is creating a checklist. My checklist details a before, during and after set of tasks that I need to complete to ensure all parts of the IEP are done, I'm prepared for the meeting and I tie up all paperwork for legalities. I utilize a list for each student and file it with the IEP once everything on the list is complete. You can snag my list for free in my TPT store in this product: https://www.teacherspayteachers.com/Product/IEP-Meeting-Binder-4888727
6.) Draft and IEP Reminder: After you have completed the draft IEP for the case conference, send home a copy of the draft to the parent/guardian for them to look over and make edits to. Contact the parent and let them know the draft IEP is coming home in a sealed envelope. They can either make changes and send it back by writing on the IEP or just bring their changes/suggestions to the meeting. This is another way we can intentionally ensure parents have a meaningful say and impact in their child's special education services. This also allows them to come prepared with any questions they may not otherwise would have been able to ask without getting access to the draft IEP. Along with the draft, I like to send home another IEP reminder slip (see pictured above)!
7.) Work examples: If you have taken the time to schedule the meeting a month in advance, you have time to collect work samples to show at the meeting! I never used to bring examples of the student's work until one time I brought a comparison writing sample from the beginning of the year to the end of the year to show this parent just how much their child improved. Bringing this work sample brought tears to the parent's eyes. From that day forward, I made it an intentional practice to collect some sample of work each month from the student. I typically create copies of these work samples and give them to the parent to keep and reference them during the IEP meeting.
8.) Technology: One of the most frustrating things I would find is when I would rush into an IEP meeting and the projector would not work, or I couldn't get logged into the IEP system or my computer was running slow and there was awkward silence in the meeting as I was pulling everything up. I always make an intentional purpose to have a few minutes to ensure all of my technology is up and ready to go so whenever the parent or guardian arrives I can get started. This ensures a nice transition to start the meeting and no wasted time on technology issues!
9.) Welcome to the meeting: Something I started doing recently was having a 'welcome to' slide to begin the meeting. For many of our parents, these meetings are so intimidating. Instead of pulling up the IEP as the first thing to see, a 'welcome to' slide establishes a more homey and inviting start to the meeting. I like to also include a picture of their child in it! While this slide is up, I tend to establish the purpose of the meeting. I often outline what our goal of the meeting is and a brief agenda of what we will be talking about. This leads me then into introducing everyone that is at the meeting and the role they will be playing in the meeting. (The 'welcome to' powerpoint is available as a free download in my IEP Meeting Binder product in my TPT store: https://www.teacherspayteachers.com/Product/IEP-Meeting-Binder-4888727 )
10.) Check for concerns and understanding: As you are conducting the meeting, I always ensure to pause frequently during the meeting and check for questions or concerns. My rule of thumb is that after each section or page of the IEP, I pause and ask 'What questions/concerns do you have about this section?' This allows the parents or guardians to know you are invested in their input and are creating an inclusive meeting for them to be involved. Throughout the meeting, I try and always ensure I am keeping the meeting 'data driven' as opposed to opinion based. For example: instead of saying 'student will not complete activities that are hard for him'. I move to say 'when given grade level math work, student will rip up work 40% of opportunities he is given the work.' This allows parents more concrete evidence and proof of their child's success or lack thereof. Or, when giving information I ensure to frame it in a 'positive sandwich'. Give a positive about the child, an area of improvement and another positive. Remember, without data you are just another person with an opinion! I also make sure I am avoiding sped jargon or words during the meeting the parent or guardian may not understand. I once got feedback during a meeting from a principal that said 'you talked about LRE with the parent. Do they know what that stands for or what it actually means?' That feedback really stuck with me. From there forward I always ensure to explain special education jargon and how it applies to their child or the concept we are engaging with.
11.) Don't read directly from the IEP: I know the IEP meeting is intimidating, I know you are nervous, HOWEVER you know this kid! You know what is best for them. You have collected the data, you have put in the work, you are the expert. Nothing is worse than reading verbatim every single word from the IEP. This makes the meeting less personable and seem, well more of a... 'meeting'. Obviously, there are some parts of the meeting you will need to read directly from the IEP (data points, legality things, etc.). When you are having more of a conversation with your parents about the child, the meeting just flows more naturally and seems less intimidating.
12.) Connect: After the IEP meeting, whether you get the signature on the IEP right away or send it home to review, I always like to send a small thank you note to show my appreciation for their advocacy and willingness to meet with me to talk about their child. Even if the meeting does not go over well, it's a great way to continue to repair or rebuild the relationship or lack of one with that parent. I also ensure to follow up with them 2-5 days after the meeting, especially if they have yet to sign the IEP. I ask them if they have any questions or concerns as well as the best place to contact me if they do have any of those. This simple gesture goes a long way if you need to continue to foster a positive relationship with that family and student.
As you read through this blog, one thing to keep into perspective is every school district or state manages their IEPs and case conferences differently. Some of these things from this blog may be applicable and some of them may not be. Also, these are just suggestions or best practices that I have developed or have worked best for me through the years. If you are fine with the way your IEP meetings are being run, great! Please don't feel inclined to do everything I have listed in this blog.
As I chose to write this blog, I really reflected back on the special education process and from a parent's perspective what do THEY need to feel included, like their voice is impactful and the meeting is intentional? Like I mentioned earlier, we are doing a job, however our job involves taking care of someone else's child in a social, academic and emotional way. You have an important job each and everyday and these parents establish so much trust and confidence in knowing you are servicing their child to the best of your ability. As you prepare for a new school year, chose to create a process for parents where they feel they are an inclusive part of their child's educational experience.