How to Plan and Then Run a Seamless IEP Meeting

Individualized education programs, better known as IEPs, are legally binding documents that lay out specialized curriculum plans for students. In order to craft an IEP, a case manager collects education data and handles relevant communications with students, their parents, teachers, and other school staffers. Case managers (often special education teachers themselves) ensure that IEPs include proper accommodations and modifications, so that students are provided with a conducive learning environment to fit their needs and academic goals.

As a special education instructor myself, I’ve learned the ins and outs of not only designing an effective IEP, but also coordinating and running IEP meetings that are enriching and encouraging. These meetings are instrumental—through soliciting lots of feedback, all IEP team members are able to get on the same page, celebrate and laud the accomplishments of the student in question, and work through improvement areas.

The best IEPs are organized, transparent, and collaborative. Below, I’ve detailed tips for how to prepare an IEP, as well as how to make sure your IEP meetings are smooth and, above all, useful for students.

Pre-IEP Meeting Tips and Tricks

Build relationships: At the beginning of the school year, I reach out to parents and introduce myself. I share my syllabus, important dates, and some personal information about myself. A foundational principle of teaching is to build relationships; I believe solid relationships with parents and guardians are just as important as our relationships with students. One strategy I recommend is to maintain a call record for each parent. It helps keep track of when, and for how long, I’ve spoken to each parent, in addition to supplying a brief write-up of conversations. The call record is a great tool to double-check that all parents and guardians are getting time with you.

Design communication plans: I tend to begin planning an IEP meeting roughly two months out from possible meeting days. It’s very important to start pitching dates to families well in advance, because cancellations are not uncommon. Around the same time, I reach out to other teachers who have students enrolled in IEPs. I ask teachers about their students’ strengths and weaknesses, tailor some additional questions based on student needs that I’ve already identified, and request student placement recommendations. All of this feedback is vital for building an IEP.

Talk to your student about IEPs: In my 11 years as a special education teacher at the secondary level, I’d estimate that 90 percent of my students don’t know what an IEP is or why they’re on one. Before our scheduled meeting, I ask students about their transition plan and explain to them the purpose of their IEP. I find it helpful to describe IEPs as extra tools to help students find success in the classroom. From these conversations, students gain a better understanding of why they receive an IEP document. The hope is for students to develop self-advocacy skills for their education and beyond.

Ask for help and finalize plans: Depending on your role, it’s worth having someone you trust—a process coordinator, a special education director, etc.—look over your IEP draft at least two weeks prior to the scheduled meeting. Request that they make edits and corrections; they’ll help you catch mistakes big and small. As the meeting gets even closer, I go over talking points with different team members and rehearse the best ways they can assist and speak up during the meeting. These steps prevent muddied meetings.

Send an IEP meeting reminder: A few days before the scheduled meeting, I send a reminder email to the student’s family. I always mention that the IEP team is looking forward to our conversation.

IEP Meeting Tips and Tricks

Don’t underestimate introductions: On meeting day, welcome the family members in attendance and introduce them to everyone on the IEP team, one by one. It can be intimidating for parents or guardians to sit in on a meeting that often has a half-dozen or more people gathered together. Lower the stress and anxiety for families by making them feel at home.

Go over the data folder: I keep folders of all my students and organize the folders based on student goals and their progress to date. For each goal, I collect relevant work samples from the students. My district also employs a useful tool that turns student data into graphs and other visuals. I show parents and guardians these work samples and visuals so they can easily process their child’s progress.

Take your time: At the high school level, I’ve found the typical IEP meeting is somewhere between 30 minutes and an hour. This includes going over collected data and samples, providing teacher feedback, hearing from other team members, and, most pertinently, checking in with parents and guardians throughout. Working through the meeting agenda at a slower, methodical pace allows for parents—who often do not have an educational background—to speak up as necessary with their questions and concerns. It’s paramount that families feel comfortable with the topics being discussed during the meeting.

Establish closing goals: Once the IEP is presented in full and necessary documents are signed (usually, an attendance sign-in sheet, procedural safeguards that explain the rights of parents and guardians, and a prior written notice to approve changes to the IEP), I thank everyone for their time and let the family know when to expect a final copy. I try to get edits done within a few days so I can send them off to my process coordinator for approval. Once that approval comes through, I send a copy home to the student’s family and pass along new accommodations to all teachers. My goal is to have everything wrapped up within a week or so of the meeting.