Strategies for Running a Truly Student-Centered IEP Meeting

There are typically more than 20 pages of information to cover during individualized education program (IEP) meetings. Sifting through lots of academic jargon can unintentionally make these meetings feel transactional, overwhelming, and unwelcoming for parents and guardians. As a result, a student’s personality and interests, which are supposed to inform how their educational program is designed, risk becoming an afterthought. 

I have family members who’ve received special education services, so I’m especially careful and intentional about leading student-centered IEPs. I try to ensure that the entire IEP team knows the student well enough to determine an individualized plan for them. An IEP meeting should be a collaborative effort where everyone contributes, as opposed to a 20-page to-do list.

Most important, I put students’ input at the forefront of the conversation. I’ve found there are a number of strategies that highlight student voices, before their IEP meeting as well as during the meeting. In doing so, I’ve received feedback from our district and school administrators, speech-language pathologists, interpreters, nurses, teachers, and parents, all of whom have appreciated the focus and tone of our IEP meetings.

Below are my strategies, broken down into simple steps.

Before the Meeting

I complete the following strategies at least two weeks before the scheduled IEP meeting. I do so through casual conversations with the student, where they respond in their language and communication mode of choice.

1. Students complete an “About Me” art piece using any art medium. I always ask students to include a self-portrait drawing and a description of their favorite food, color, and hobby.
2. I ask students to help me select an artifact related to something they like. For example, my students have previously selected magnetic tiles, Uno cards, a toy dinosaur, and even a bag of Goldfish crackers. For my younger students, I have them pick from the toys that they often play with in class.
3. I communicate to the students that I will meet with their teachers, parents or guardians, and other team members in order to plan how to best support them in school. Then, I ask them, “What environment helps you learn the best?” and “What can teachers do to help you focus more?” I drill into whether they prefer big groups, small groups, or working one-on-one with a teacher. It’s essential for students to describe their optimal learning environment, so we can determine the location of services. The only way to know what’s most effective for student learning is to ask them about it.
4. Students complete an interest questionnaire via verbal responses to my inquiries. I ask them about their future career goals; their favorite TV shows, movies, and books; what they do on the weekends; and what languages they speak (I’m also a bilingual education specialist and work in a diverse district). I include this information as part of the student strengths and interests section of the IEP (or, if pertinent, the present levels section).

During the Meeting

The purpose of the following strategies is to incorporate student input into the meeting conversation as we make our way through all of the pages that encompass an IEP.

1. Before the team arrives, I set the About Me art piece at the center of the table where we’ll meet. The art piece helps make sure that the student’s identity is the main point of attention.
2. I introduce the student using their About Me self-portrait as well as their chosen artifact. I ask the student to explain why they selected these objects,and how they relate to them (the latter part usually works better with older students). I’ve noticed that meeting participants will sometimes pause to look at the student artwork and artifacts before speaking up; in this way, the items serve as an important personalized touch, encouraging mindful commentary and decision-making.
3. After introductions, I remind the team of the intentions of the meeting: “I would like everyone to remember that all discussions and decisions made at this meeting are in the best interest of [student name].”
4. While reviewing progress on IEP goals, I use samples that the student identifies as their proudest works. I also share anecdotes with the team about each IEP goal that the student has accomplished thus far. 
5. With the rest of the team present, I share the student’s response to my question about whether they prefer big groups, small groups, or one-on-ones. I then give the team time to process this information and determine the least restrictive environment that best fits the student’s needs.
6. I ask the student what they think of the support and goals that we’ve proposed as a team. In the event that the student is absent from the meeting, I share with the team the additional requested areas of support that the student previously conveyed to me. 

After the meeting, I’ve seen many students express excitement about implementing the IEP. Students have asked me about the progress toward their goals. They’ve also become more comfortable advocating for themselves and asking teachers about their accommodations. To me, this demonstrates that my students understand they have a team of people advocating for and listening to them—and crucially, that the above steps are working as intended.