Talking with the IEP team
Team member discussing strategies in a meeting.
It can be hard to start a relationship with your child’s new IEP team members. You may have just been introduced to some of them. When going into an IEP meeting, it can help if you already have notes to discuss. This may include your initial concerns, successes and struggles of your child. Personal stories about your child that shows their character can help focusing the meeting on positive supports. IEP meetings should not only focus on what the team considers as your child’s “struggles” or “weaknesses”. It is easy for school staff to dive in and focus on technical aspects of IEP documents, it is important to keep the meeting on tract but also to remember that the team is discussing a child, a full individual with interests, needs, and feelings. Back when I was a special education teacher, my favorite moments in an IEP meeting were when parents would share humorous or encouraging stories about their child.
Some ideas to discuss in a meeting may include:
-If your child likes or dislikes going to/being in the school
-Has your child made friends in class or around the school?
-how does your child act at home? Does it seem similar to their behavior at school?
-What is your child’s favorite subject in school?
-How does your child work best?
-What are their favorite hobbies or special interests?
-Any observations at home or concerns
By discussing these questions, the team is able to see if there are any similarities between the child’s at home life and school life. It can also help the team figure out what strategies work best for you child and in what types of settings.
The goal of an IEP is in some ways, to allow anyone to understand the supports and needs of a child. This way, even if it is a new school year, or your child moves, the team will have a baseline understanding of your child. While an IEP does not create an immediate positive relationship between a teacher and you child, it can help the school team be more prepared and give them the framework and goals to follow for you child.
When discussing with the IEP team, it can be helpful to stay in the mindset that the team has your child’s best interests. By focusing on negative views, it can strain the communication and relationship between school staff and you (the parents). There are times when you may need to seek guidance from an advocate or attorney if you feel like your child' is not getting appropriate services, but as a start it is best to assume that the team wants what will best support your child. By having ideas ahead of time and being open to meaningful discussions, the hope is that the meeting ends with a feeling of accomplishment.
During the meeting, an important section to focus on will be the present levels of academic achievement and functional performance (PLAAF). This section is where all the data lives. PLAAF includes the most current data on academic progress as a whole. Math, ELA, communication, and behavior among others are all written out in this section. This section decides what areas goals will be written in. If it is not a written area of concern in PLAAF, there should not be a written goal. This means that if you have any areas that you are genuinely concerned about for your child, this is an important section to go over. That being said, going into a meeting and stating that you want a specific goal, while possible, should also be backed by data. You are always free to bring in student samples of work, homework, and observations from home. When bringing in your own data, it will also be important to note any supports that you provided for your child. For example, if you share data that shows your child was able to do 10/15 single digit multiplication problems— it is important to note if you also provided a number line, counting blocks, or any other materials. When the hold team is specific with their data, it makes for a streamlined discussion. With specific data, goals can be written with accurate baselines (starting point) and can truly show what areas a child needs support with.
While this is not an exhaustive list of discussion points and ways to communicate during an IEP, it is a great starting point if you are feeling completely lost or nervous for your first meeting. If you are still feeling overwhelmed or want some support, feel free to reach out to veronica@sped-unjumbled.com or sign up for one of our consultation services. Don’t forget to check out our free resources page for some more supports as well!