Have you ever been at a meeting when someone provides a reply or action that makes you want to sink under the table? Sometimes our own agenda gets in the way of thinking clearly through the circumstances at hand when responding to a question or process. During an Individual Education Program (IEP) team meeting, such a response can lead to tension, misunderstandings, or even legal complications. There’s a lot to consider, as these meetings are critical to ensuring the best outcomes for students with special needs. However, by using helpful strategies, you and your team can learn to navigate IEP meetings with confidence and clarity. To foster a more productive, collaborative environment, avoid these common pitfalls below.
IT’S FASHIONABLE TO BE LATE
Out of respect for everyone’s time plan your day so that you will arrive a few minutes early to a scheduled IEP meeting. This is a time where being late can hold up the entire team. Or the team begins and is interrupted each time a team member arrives later than expected. Set a timer for 15 minutes before the IEP start time and make sure to allow for any travel considerations.
REVOLVING DOOR
An IEP meeting can feel disjointed and disrupted when team members stop in, deliver “their” relative information and leaves. An IEP is developed in collaboration with all team members. Every participant should be prepared to carve out time to attend the entire meeting. This provides perspective and ideas from various viewpoints to best meet a student’s needs.
SPEED DATING
There should be a cause for concern if the IEP facilitator says for example, “We only have 45 minutes for this IEP”. Do not rush! Do not schedule back-to-back meetings with a short window of time that prohibits the opportunity for reciprocal contribution. There is no set length for an IEP meeting, it is a process that unfolds based on the team’s discussion and planning to meet each individual student’s needs.
NAP TIME
Be attentive, contribute to the conversation, be alert and leave other work outside the meeting. This is your student, make your “place at the table” meaningful.
IT’S ALL ABOUT ME
No, it is all about the student. Such comments as “No, we don’t do that here,” or “Not in my classroom,” or “I do not have the time, I have 29 other students…” are HOT RED FLAGS. Keep the student at the front of the discussion and be open to seek out creative ways to fulfill the IEP as written.
DOOM AND GLOOM DONOR
“Nothing I try works with this kid,” “I am not sure about any strengths, but there sure are ALOT of weaknesses,” “This student never follows the class expectations,” can give the impression that you are not looking for ways to better meet the individual needs of this student. Find strengths to build upon the areas where the student struggles. Parents want to know that the student in your class is appreciated.
CUT/COPY/PASTE, REPEAT
Remember that each IEP is an INDIVIDUALIZED plan to give proper support towards educational progress. Use data to show progress and even if a goal has not been met, data will supply insight as to where progress has been achieved, giving you an understanding of how to tweak the previous goal even slightly.
ABC, IT’S EASY AS 123
Those in the “trenches” of special education get used to using common acronyms, but at an IEP meeting not everyone may understand them. Use full terminology to be sure everyone understands discussion points.
DR.DIAGNOSE
Take care not to provide a clinical or medical diagnosis or even a hunch of one to a parent. If a team member has concerns that extend past the educational doors, try alternative approaches such as “Have you spoken to your child’s medical provider”? Mentioning that the child should be evaluated by their doctor for a condition or medication makes the district financially responsible for the related outside medical appointments.
NOT MY CALL
Every IEP meeting requires a school district representative to be in attendance. This individual has the knowledge and authority to approve services and other resources discussed during the meeting. If a district representative says they do not have the authority to make a financial commitment, then in essence there was NOT a district representative at the meeting. Without someone attending in this role, the meeting is in violation a proper IEP team.
HIDE AND SEEK
Be transparent! Do not allow a “surprise” that has taken place to come out at the IEP meeting. With any changes in program, plan, or the student’s day, be sure to communicate with parents. After sharing with the parents, you may want to consider including the change in a Prior Written Notice. This way the conversation is formally documented and noted that it was shared with the parent.
JOKE ABOUT WALLPAPER
The longer a student has been in special education the more times a parent is provided with a copy of the state’s Procedural Safeguards Notice. No matter how many times, it is still the responsibility of the IEP facilitator to give the family a copy with a brief oral overview of the contents. Joking that they have enough copies to wallpaper a room takes away from the importance that the safeguards are student and family legal rights and protections.
LET’S VOTE
The IEP process does not go to a majority vote on discussion points and the requests for student needs. Instead, the team including the parents work towards consensus based on informed dialog and decisions. Should consensus not be reached, by law it is the school district’s responsibility to ensure that the student is provided with a free appropriate education.
RULES ARE RULES
Be flexible! And remember, one size does NOT fit all. Each student is a unique individual with their own set of strengths and challenges. The IEP team is obligated to be creative to find effective strategies that will support the student’s individual learning style.
Every Role Matters for Student Success
While the list of dos and don’ts may seem daunting, avoiding common pitfalls can greatly influence the success of IEP meetings and student outcomes. The good news is that by adopting simple strategies, your team can efficiently navigate hurdles, gain confidence, and better support and equip students.
In the words of renowned anthropologist Jane Goodall, “Every individual matters. Every individual has a role to play. Every individual makes a difference.” The IEP team together creates a positive path for student success. Stay positive and open to all thoughts, ideas, and team members.
Interested in IEP support and mentorship opportunities from the BlazerWorks Clinical Special Education Advisory Team? Connect with an advisor using the button below.
References
Center for Parent Information and Resources (n.d.). Center for Parent Information and Resources. Parent Center Hub. https://www.parentcenterhub.org/
Understood for All, Inc. (n.d.). Everyone deserves to be understood. Understood. https://www.understood.org/
U.S. Department of Education (n.d.). Fostering educational excellence and ensuring equal access. Ed.gov. https://www.ed.gov/
Wright, P. W., & Wright, P. D. (n.d.). Fostering educational excellence and ensuring equal access. https://www.wrightslaw.com/
Meet The Author
Jacqueline Denton
M.A. Ed.
Administrative and Special Education Clinical Advisor
Jacqueline Denton holds a master’s degree in educational psychology and educational leadership. She has 28 years of experience in public-school settings from classroom teacher to 20+ years as a district level administrator. In her role with BlazerWorks as an Administrative and Special Education Advisor, Jacqueline is dedicated to supporting special education teachers and administrators how federal law and state regulations protect students with disabilities in their least restrictive environment. She also holds a level of expertise in Medicaid School-Based Services and is excited to share with administrators the beauty of how Medicaid billing reimbursements can help offset the costs of federally mandatory staffing needs.
