Parts of the Reviewing Service Section of an IEP Meeting
1. Modifications/Accommodations
- Avoid education jargon. Use terms that student and family members will understand.
- Explain how each strategy will be implemented and how they will support the student.
2. Services to Be Provided
- Identify what supports will ensure student’s success and how those supports will be provided.
3. Determination of Placement
- Explain the reason for the placement
4. Assurance of Least Restrictive Environment
- Explain what LRE means and how the placement is in the students best interest.
While presenting the Educational Services:
- Review Team member roles & responsibilities (#20 from Best Practice List)
- Who will be responsible for delivering each service
- Who will be responsible for monitoring goals & updating progress on the IEP
- Who will be responsible for disseminating this progress monitoring information to parents
- Who should parents contact with questions or problems
- Check for parents’ understanding of key points made. (#16 from Best Practice List)
- Ask parents to make comments if they are quiet. (#19 from Best Practice List)
- Ask for parents ideas directly, rather than simply telling them to feel free to contribute.
- Respect their opinions and perspectives as their own, even if they differ from yours. o Use validating statements such as “That is an interesting idea/observation” or “You really know your child well!”
What best practices are modeled in this video?
What best practices could have been added?
VIDEO CREDITS from 2014 CSUSM Single Subject Program Cohort
Graham as Alex, Amanda P as mom, Kelly as school psychologist, Jenna as guidance counselor, Tara as English teacher, Tom as Alex's case manager, Kyle as history master teacher, Rob as teacher candidate, Preston as principal, and April as camera and narrator.
Best Practices for during meeting focused on: 16, 19, 20
Other Best Practices for during meeting include: 1,2,5,9,10,15
PRIOR TO MEETING
1. Learn about the families’ cultures and important traditions.
2. Provide opportunities for parents to learn more about the school environment.
3. Invite parents to visit their child’s classroom and special events.
4. Make sure all communications are in language that the parent understands.
5. Ask parents who they would like included at the meeting. Make sure all of the appropriate people attend, and inform the parents of who will be present6. Meet with special education advocate for the student.
7. Share how the student has progressed in your class and what are appropriate goals for the student in the context of your class.
8. Ask what goals the special educator, parents and student believe are appropriate for the student and how you and your course will be an integral part of the IEP.
9. Identify what supports will ensure student’s success and how those supports will be provided.
10. Identify what evidence you might bring to represent students work from your class.
11. Identify what goals you will be responsible for and how those goals will be observed, measured, and documented.
12. Evaluation results are reviewed in advance13. Child care has been arranged in advance
14. Chairperson meets informally with parents before the formal meeting (to welcome, answer questions, cover procedural safeguards, etc.)
DURING MEETING
1. Be mindful of the seating assignment. Avoid an “Us vs Them” Positioning.
Round table seating in a comfortable setting, free from noise and distractions.
2. Make sure all people are introduced.
3. A written agenda is visible to all participants, on paper or posted. Make ideas shared at meeting visible (white board, overhead projector…).
4. Refreshments are provided to promote comfort and a welcoming atmosphere5. Review purpose of meeting.
6. Begin the meeting by reviewing the strengths of the child and focus on the positive aspects of the family and student throughout the meeting.
7. The chairperson budgets the available time and politely redirects participants who wander. Each member is time conscious.
8. Ground rules are agreed (phones, focus, time, respect, leaving, health problems, etc.)
9. An atmosphere of mutual respect exists
10. Participants share and contribute to a common purpose
11. Breaks are taken as needed
12. Minimize educational jargon during the meetings to enhance parents’ understanding. Try to refrain from using acronyms!
13. Be aware of your own nonverbal communication as you interact with parents (facial expressions, gestures, posture, or body position).
14. Attempt to provide positive nonverbal messages that show parents your interest and encourages their participation.
15. Make eye contact, face parents as they speak, and keep hands and arms open rather than crossed.
16. Check for parents’ understanding of key points made.
17. Watch parents’ body language for signs of confusion or disagreement.
18. Ask parents to let you know if they are confused or have questions.
19. Ask parents to make comments if they are quiet.- Ask for parents ideas directly, rather than simply telling them to feel free to contribute.
- Respect their opinions and perspectives as their own, even if they differ from yours. o Use validating statements such as “That is an interesting idea/observation” or “You really know your child well!”
20. Review Team member roles & responsibilities
- Who will be responsible for delivering each service
- Who will be responsible for monitoring goals & updating progress on the IEP
- Who will be responsible for disseminating this progress monitoring information to parents
- Who should parents contact with questions or problems
21. The outcome of the meeting is restated at the end for clarity and any necessary correction22. A written “parking lot” is established for issues to be addressed at a later date, rather than letting them
23. An “open door” exists for airing and sharing between meetings
24. Closing remarks – Provide a “debrief”
- Does anyone have something he/she would like to say before we close for today?
- How do we feel about today’s meeting – anything we should do differently next time?
25. The meeting ends on a positive note, and participants are thanked for their time and contributions
Graham as Alex, Amanda P as mom, Kelly as school psychologist, Jenna as guidance counselor, Tara as English teacher, Tom as Alex's case manager, Kyle as history master teacher, Rob as teacher candidate, Preston as principal, and April as camera and narrator.
Best Practices for during meeting focused on: 16, 19, 20
Other Best Practices for during meeting include: 1,2,5,9,10,15
PRIOR TO MEETING
1. Learn about the families’ cultures and important traditions.
2. Provide opportunities for parents to learn more about the school environment.
3. Invite parents to visit their child’s classroom and special events.
4. Make sure all communications are in language that the parent understands.
5. Ask parents who they would like included at the meeting. Make sure all of the appropriate people attend, and inform the parents of who will be present6. Meet with special education advocate for the student.
7. Share how the student has progressed in your class and what are appropriate goals for the student in the context of your class.
8. Ask what goals the special educator, parents and student believe are appropriate for the student and how you and your course will be an integral part of the IEP.
9. Identify what supports will ensure student’s success and how those supports will be provided.
10. Identify what evidence you might bring to represent students work from your class.
11. Identify what goals you will be responsible for and how those goals will be observed, measured, and documented.
12. Evaluation results are reviewed in advance13. Child care has been arranged in advance
14. Chairperson meets informally with parents before the formal meeting (to welcome, answer questions, cover procedural safeguards, etc.)
DURING MEETING
1. Be mindful of the seating assignment. Avoid an “Us vs Them” Positioning.
Round table seating in a comfortable setting, free from noise and distractions.
2. Make sure all people are introduced.
3. A written agenda is visible to all participants, on paper or posted. Make ideas shared at meeting visible (white board, overhead projector…).
4. Refreshments are provided to promote comfort and a welcoming atmosphere5. Review purpose of meeting.
6. Begin the meeting by reviewing the strengths of the child and focus on the positive aspects of the family and student throughout the meeting.
7. The chairperson budgets the available time and politely redirects participants who wander. Each member is time conscious.
8. Ground rules are agreed (phones, focus, time, respect, leaving, health problems, etc.)
9. An atmosphere of mutual respect exists
10. Participants share and contribute to a common purpose
11. Breaks are taken as needed
12. Minimize educational jargon during the meetings to enhance parents’ understanding. Try to refrain from using acronyms!
13. Be aware of your own nonverbal communication as you interact with parents (facial expressions, gestures, posture, or body position).
14. Attempt to provide positive nonverbal messages that show parents your interest and encourages their participation.
15. Make eye contact, face parents as they speak, and keep hands and arms open rather than crossed.
16. Check for parents’ understanding of key points made.
17. Watch parents’ body language for signs of confusion or disagreement.
18. Ask parents to let you know if they are confused or have questions.
19. Ask parents to make comments if they are quiet.- Ask for parents ideas directly, rather than simply telling them to feel free to contribute.
- Respect their opinions and perspectives as their own, even if they differ from yours. o Use validating statements such as “That is an interesting idea/observation” or “You really know your child well!”
20. Review Team member roles & responsibilities
- Who will be responsible for delivering each service
- Who will be responsible for monitoring goals & updating progress on the IEP
- Who will be responsible for disseminating this progress monitoring information to parents
- Who should parents contact with questions or problems
21. The outcome of the meeting is restated at the end for clarity and any necessary correction22. A written “parking lot” is established for issues to be addressed at a later date, rather than letting them
23. An “open door” exists for airing and sharing between meetings
24. Closing remarks – Provide a “debrief”
- Does anyone have something he/she would like to say before we close for today?
- How do we feel about today’s meeting – anything we should do differently next time?
25. The meeting ends on a positive note, and participants are thanked for their time and contributions