good prep makes for a good meeting

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good prep makes for a good meeting
By kristy

Tina, First I'm wondering if you are just personally interested in this topic or are you doing some sort of research?

Frankly, the hardest part of preparing for an IEP is scheduling the thing with all the people involved!
I've found that trying to first schedule the parents for a meeting that is on the same day that 'specialist support staff' are in my building to be a big help. They're so much more likely to be able to attend. Most of my IEPs include: me, parents, grade level homeroom teacher, principal, speech, OT, PT. (I did have a record breaker last year and had an IEP meeting with 27 people

attending!!) I usually talk with the parents by phone, get a couple of date possibilities and then confer with the people that I feel are crucial to also be there and then send out written notices at least 10 days before the conference.

When I talk with the parents on the phone, I ask them if there is anything they specifically want me to address (helps to avoid surprises) and remind them to be thinking of their vision for their child. I also ask the parents if there is anyone they would like me to invite (sometimes a doctor, private speech, case worker, grandparent, etc.)I also try to specifically touch base with any other teachers involved with the student and ask, "is there anything you would specifically like to see addressed at the IEP meeting?" I like everyone to come in having given some thought to the kid before arriving.

Before the conference, I review the old IEP and score it. Do any necessary formal/informal assessments. Then I write a draft that includes at least the present level narrative (which I agree is the most important page for the parents and receiving teachers) and the pages that address accomodations and inclusion. I don't always have goal pages written in advance. I personally like seeing the IEP as a work in progress that is the culminating product of a team working together.

I do make copies for everyone attending of everything I'll be sharing at the meeting -- it just helps for discussion. Then during the meeting I take notes on my pages. After the meeting I edit, rewrite, finish the IEP. I make a copy and send the final draft home for more input and/or final approval from the parents. Usually that's it. Then I make copies for everyone who deals with the student in any way.

I think it is very important to pay attention to the meeting place environment -- that it be clean, comfortable and big enough to accomodate all the people. If it is a large group, I sometimes make nametags w/names and positions/relationship to the kid. Sometimes I offer the parents a coke or a cup of coffee.

One final tidbit that I heard from someone else -- sometimes it is helpful to get parents sat and settled in the room and then have support staff join you and the parents, rather than having the parents having to enter an already filled room. That makes a lot of sense to me considering how "outnumbered" parents usually are.