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District 196 Guidelines for Facilitating Effective IEP Meetings

BEFORE THE IEP MEETING

Begin planning for IEP meetings at least six weeks prior to the IEP due date.
1. Plan the date and location of the meeting. Verify the time and date with
parents/guardians first.
2. Once the date has been verified with the parent/guardian, coordinate the time
and location with the required team members. Federal law requires the
following team members to be present at all meetings:
parent/guardian,
school district representative,
special education teacher, and
general education teacher.
All students should be encouraged to attend their IEP meeting. Students in
9th grade or age 14 should always be invited to the meeting. If they do not
attend, the student should be consulted as to their interests and preferences
regarding their educational program.
3. Send a notice of the meeting to parents and team members. You may want to
enclose a few questions for parents to think about to help them prepare for the
meeting. (See A-38 IEP Pre-Meeting Checklist-Parents).
4. Collect and compile data for developing the present level of performance.
5. Prepare statements on the strengths of the student as well as needs to be
addressed.
6. Touch base with the regular education teacher before the meeting to let him
or her know if there are any big issues that will be discussed. Let them know
what input you would like from them. For example, if you are considering a
change in services, give them time to think about what information they might
have to support this change or give them the chance to say they disagree before
youre seated in front of the parents.

CONDUCTING THE MEETING

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1. Work as a team! Assign the following roles: meeting facilitator (often case
manager), time keeper and note taker.
Its also a good idea to designate someone to listen and make sure that the
meeting maintains a positive tone. This person should sit where they can easily
read parents body language. If parents look confused, this staff member could
ask a clarifying question. If meeting tone is negative, re-direct to positive.
2. Explain the purpose of the meeting and the expected outcome(s). When explaining
the purpose of the meeting (e.g., to write a new IEP, to discuss concerns re: IEP, to
make a change to an IEP), explain the standard for decision making,
consensus. Consensus means that the IEP team works together to develop an IEP
that all can agree with or at least, can live with.
3. Introduce everyone, even if youve all met with the parents before- dont assume
they remember everyone. (Remember the tent cards!)
4. Call attention to and review the IEP Meeting Agenda. Identify the timekeeper and
indicate when meeting will end. Remind the team that if all agenda items are not
addressed, another meeting will be held.
5. Explain and offer parents a copy of the Procedural Safeguards.
6. Follow the agenda. The timekeeper should redirect group if discussion strays from
the agenda or seems to be going in circles.
7. Show and tell whenever possible
Show work samples
Show data charts and line graphs
Show previous test scores next to current test scores
Show bell curve when explaining standard scores
Copy of class schedule- be sure to write down options for next year rather than
just telling (staff who dont work in your building will appreciate this, too!).
8. Consider all the parent requests. Make recommendations based on data,
professional expertise and parent input.
9. Recap services being offered and any changes that are being recommended.
10. Encourage the parent to review the IEP upon receiving it and call if they have any
questions.
11. Thank the parents and team members for coming in and taking the time to meet.
HELPFUL HINTS: SETTING THE STAGE

Physical Set-up

A room free from outside distractions.

Ample room for all team members to sit and space to take notes.

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Alert office personnel to expect parents and make them feel welcome or have a
team member meet the parent in the office and escort them to the meeting
room.
Consider waiting until the parent arrives before all team members enter the
meeting room. It can be very intimidating entering a meeting where all others
have arrived and are already seated.
Have pencils, paper, and copies of reports available for team members.
Provide a tent card with each participants name and title. Have a few extra,
blank tent cards in case there are last minute changes or additions to the IEP
team members or if parents bring a guest.
Position team members so that parents are included in the group (avoid parents
at one end, school team at the other end of the table).
As the case manager, you should sit near the parents in their direct line of vision
(possibly across the table from them) as you will do much of the talking.

Ground Rules
Its good to have ground rules posted in the rooms where you often hold IEP
meetings. Here are some examples:

Everyone will have an opportunity to speak without interruption.

We will focus on the student and his/her unique needs.
We will treat each other with mutual respect and dignity.
We will work together to develop an effective educational plan which is in the
students best interest.
We will minimize side conversations. If necessary, we will take a moment so
this can occur and be completed.
Follow the agenda. However, record any non-IEP concerns as they are brought
up and return to the agenda. Determine at the end of the meeting to whom the
concerns need to be directed.
Turn off/mute cell phones.

HELPFUL HINTS: MEETING ETIQUETTE

Note the following traits for a meeting facilitator and a meeting participant.
Meeting Facilitator

Be open and encouraging.

Serve as a catalyst by posing questions.
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Maintain harmony; remind participants of shared goals and appropriate meeting

behaviors.
Dont ramble.
Dont control or dominate the discussion.
Use and elicit WE behaviors.
Exercise follow-up questions.
If consensus cant be reached on an issue, discuss follow-up options.

Meeting Participant

Decide to make the meeting worthwhile.

Exercise appropriate meeting behavior.
Dont ramble; stay on topic.
Study the agenda; assemble your information to share. Dont wing it.
Practice listening skills; dont engage in side-bar discussions.
Demonstrate a WE attitude.
Suggest closure for items that arent resolved within allotted time.

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HELPFUL HINTS:
DEALING WITH DIFFICULT SITUATIONS

When planning a meeting that is likely to be stressful, choose a supportive

colleague to sit in your line of vision, but not in parents direct line of vision (for
example, you sit across from parents, this colleague sits next to parents). This
person reads your body language and cues you if you appear defensive or angry.
If you know you tend to talk too much when stressed, encourage this colleague to
prompt you when you need to be quiet.
If a meeting becomes difficult:
Remember, everyone wants to be heard.
1. Stay calm. Dont be defensive.
2. Watch body language and voice tone.
3. Disgruntled parents walk away upset because of poor communication. Invite
them to voice their concerns.
4. Do not take complaints personally. Stay focused on shared goals (student
improvement and happiness).
5. Adjourn the meeting if it becomes non-productive and reconvene at a later date.
6. Lean on the data. If there is disagreement, refer back to the data that supports
your view. Invite parents to comment on data that concerns them.
7. Remember parents do not have the right to demand the type of curriculum used
with the student. Stress your shared goal of student improvement. There are
many research-based curriculums. Offer to collect progress data regularly and
reconvene in 6-8 weeks to examine that data.
8. The assignment of teaching or paraprofessional staff that works with the student
is also a school district decision.
9. If parent makes a request that you didnt see coming, rather than say the wrong
thing, say, I appreciate your suggestion. I hadnt thought of that. I would like to
think that through/discuss that will my supervisor. Can I get back to you tomorrow
on that?
10. Work as a team! If one staff member is losing their cool, allow a colleague to
jump in and try to diffuse the situation.

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10 THINGS THAT CAN SLOW A MEETING DOWN

During a meeting, avoiding these problems can lead to a more productive and shorter
meeting. Whether youre a facilitator or participant, AVOID the following behaviors:
1.
2.
3.
4.
5.
6.
7.

Do not start the meeting late.

Do not interrupt.
Do not come in and out of the meeting.
Do not have side-bar conversations.
Do not arrive late.
Do not make sarcastic comments.
Dont leave the meeting to get items you forgot to bring. Send someone else to
retrieve any needed forms.
8. Dont let unanticipated issues sidetrack you from the agenda; record them as
issues to resolve later and return to the agenda.
9. Dont birdwalk: stay on topic! Avoid personal stories.
10. Dont dominate the conversation. Dont read or describe at length what parents
have already had a chance to read (e.g., the evaluation report).