As special education teachers, there is a lot for us to do as we prepare for an IEP meeting. Some things that we are legally required to do according to federal or state mandates (like sending home the parent invite) and then there are some other things that are best practice. Stephanie Delussey from Mrs. D’s Corner was generous enough to share 5 things that special education teachers should do before every IEP meeting.
1.) Gather all data and work samples
In order to write a stellar IEP, we need alllll the data to start on the section of the IEP called the Present Levels of Academic and Functional Performance.
This includes – but is not limited to – evaluation data, IEP goal and progress monitoring data, input from team members (including the family), student work samples from all classroom settings the student attends, and teacher observations.
2.) Have a pre-IEP meeting with the general education teacher
Never underestimate the power of team collaboration. Once you’ve written the Present Levels section, it’s time to meet with the general education teacher. This team member is the expert on the general education curriculum and a vital part of the IEP team.
This pre-meeting is not meant to serve as one where you’ll determine what supports and services or how many service minutes a student will receive. Those discussions are for the IEP meeting with the family present.
This pre-meeting is meant to serve as a conversation between peers to talk about what IEP goals to propose and what and how those IEP goals will be worked on in each classroom setting.
3.) Send the family a proposed draft IEP
Now before you get all “that’s predetermination!” on me, I suggest that you’re only sending the Present Levels and proposed IEP goals.
Why just these 2 sections of the IEP? Because any more than that can truly be a predetermination of services. Let me explain.
Information in the Present Levels is based on all the data and work samples you have, as well as conversations with the child’s family. All of this information is objective data and guides you in writing the rest of the IEP. Because of that, the PLOP will guide you to what IEP goals and objectives the child should be working on.
Also – when sending home the proposed draft IEP, make sure it’s labeled as a draft. Some IEP writing systems have the ability to put “draft” on each page, but you can also write it on there or use these free stickers to label it. Beyond labeling it, make sure you’re having a conversation with the family to let them know it’s a draft and what that means (PSST: that means that anything can be changed at any time!).
4.) Check in with the family
A few days prior to the IEP meeting, give the family a call to check in. Let them know what to expect from the IEP meeting, who will be there, etc.
Also check in about the proposed draft sent home prior. Are there any questions or concerns? Anything they’d like added, changed, or taken out?
Having a conversation prior to the IEP meeting allows you to work with and advocate for the family during the IEP meeting, while also helping to alleviate any worries or anxieties the family may be feeling.
5.) Remind team members of the meeting and what to bring
A day or so before the meeting, remind team members of the meeting and also what to bring to the IEP meeting (*cough* work samples and data *cough*).
This might also be the time to have a pep talk with some IEP team members who may seem less than enthusiastic about having to attend “another IEP meeting”. Remind team members that the IEP team is not complete without them and they are needed.
When you employ these best practices for IEP writing and IEP meetings, you are working toward building positive rapport with not just the IEP team, but more importantly the family that you are serving.
The work we do is so important as special education teachers! Never forget the difference that you are and can make.
You can read more blog posts from Stephanie and discover her resources for special educators here.
