Dear IEP Team,
We’ve known each other for a while now and been through a lot together. As my child has progressed from grade to grade, we’ve had many opportunities to meet. It has been a rollercoaster ride so far, but I think it could have been easier. I’d like to suggest some things I think you should consider to make IEP meetings more parent-friendly.
- First and foremost, please remember that my child is a person, not just a test score, a report card, a behavior, or another student on your case-load. Decisions we make here at this table will impact my child’s education for years to come. While we are discussing my child, please try to think about things as though this were your child.
- I would really appreciate being called by my name. Feel free to ask how I would like to be addressed. Yes, I’m mom, but I’m also an adult who is more than a parent. I may be a teacher, a psychologist, a social worker, or come with experience that gives me additional insight. I always refer to you by Ms., Mr., or Dr. to show you my respect.
- Please book a meeting time that is appropriate to the circumstances. We should not be forced to rush through reviewing present levels or creating IEP goals. I want to understand what accommodations and services my child will be receiving, and I need all the specifics to be a full participant. If you know the first two meetings required 2 hours, please don’t schedule the next meeting for 45 minutes. Most annual IEP meetings cannot be done well in 45 minutes. Please do not schedule a start time for 30 minutes before teachers go off-duty. Avoid scheduling a meeting the afternoon before winter or spring break because minds are often not focused on the IEP process.
- Whether at the table, or on a computer screen, I need to know who is making comments and asking questions about my child. Please identify yourselves with your title in your video call platform name. If we’re lucky enough to be in the same room, I still need to know who you are. An old-fashioned folded place card with your name and title would be appreciated.
- During a virtual meeting, please don’t share a device with more than one other person unless you have the proper technology so that I can see all of you. Please turn your camera on during our virtual meetings. It is very difficult for me to have a meaningful conversation with you if I’m not sure who is speaking and I cannot see your face, and it is strongly recommended by the Maryland State Department of Education.
- I may not know all of the possible supports my child could receive. Could you please share all the options in the drop-down menus that you can see on your end of the computerized IEP program? I would like to see the same list of options that you do.
- Please discuss the IEP, including the goals, in the order of the paper or PDF copy you sent home to me. That’s what I used to prepare for this meeting. Page numbers on the IEP would really help too!
- Keeping the goals in the same order from year to year would help the entire team stay organized. I understand that goals will likely change, but those that are the same subject matter should be in the same order. It makes it easier for me to compare my child’s progress over time.
- Speaking of progress over time, could you please present my child’s IEP goal data visually? We are all better able to see trends on a graph, and this could help all of us. A visual representation would be especially useful with progress and standardized testing data. If my child was given the same test 3 years ago and again this year, let’s all look at that data side by side.
- Each year, I need to know whether or not my child met the current goals before I can meaningfully discuss new ones. It’s important to me that I understand where my child is and where we’d all like to see progress. Please document on the last progress report of the year goal “met” or “not met.” Saying that my child is “making progress to meet the goal” when the IEP year is over doesn’t make sense. Please also document which goals were met in the PWN.
- IEP meetings can be stressful and overwhelming for parents. I may need time to process new information in order to agree to or sign off on something. Please be open to me taking forms home and returning them to you after I have carefully reviewed them.
My hope is to have a collaborative relationship with all of you and feel productive in IEP meetings. I know we are all working toward an appropriate education and learning environment for my child. I look forward to continuing our work together. Thank you for considering these requests.
Sincerely,
Stefanie
Parent of a child with an IEP