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Why do Facilitated IEP meetings generate better student results?

ARD/IEP meetings benefit from skilled and capable facilitators who can assist the team in crafting agreements that lead to better educational programs for students with disabilities. Facilitation makes the meeting process easier and helps team members communicate and solve problems more effectively. Every team member, parent, and school personnel can use facilitation to improve the process and outcome.

Watch this video of an IEP meeting demonstrating the use of facilitation skills and techniques to learn how you too can implement these valuable and effective skills/techniques. Free tools and resources have been developed to help ensure your next IEP meeting is the best one yet.

Guiding Questions

We have created a set of guiding questions to help guide your thinking while watching the video. Each chapter has its own list of guiding questions and is unique to the situation and phase of the IEP meeting. Use a downloadable copy for personal or training/workshop use.

1. IEP Satisfaction
Use the IEP Satisfaction model as a frame of reference for your work with teams before, during, and after the meeting. Facilitators have been shown to improve team processes and outcomes by promoting procedural, psychological, and substantive satisfaction among team members.

2. Facilitation Continuum
Use the Facilitation Continuum as a reminder that all team members have a responsibility to use facilitation skills proactively so that conflicts can be prevented or reduced at the lowest level without formal, legal intervention when possible.

3. IEP Checklist
Use the IEP Checklist to get school-wide systems in place that support the IEP process as a whole and also assist in preparing for individual meetings.

4. Jargon Poster
Use the Jargon Poster to provide a guide to special education terms to assist communication during the IEP meeting process.

5. Discussion Guidelines
Use the list of Discussion Guidelines to clarify expectations for how the team will communicate and interact with each other.

6. Procedural Ground Rules
Use the Ground Rules document to help establish procedures and logistics for the meeting. These include breaks, following the agenda, start time, and other important components.

7. Questioning
Knowing what type of question might be most effective for your desired outcome can save a lot of time and help open the lines of communication. All types of questions are useful: some encourage discussion; others seek facts and short answers, and some could inhibit communication. This document will help you develop your questioning techniques.

8. Summarizing
Knowing which form of summarizing to use to meet your purpose of acknowledging another's perspective or confirming understanding, or reframing comments, or moving to the next stage of the process, will make it a little easier for the other person to hear the message and engage in discussion.

9. Interests Based Problem Solving
This strategy will help to broaden the discussion and provide several possible solutions for the team to consider when seeking underlying interests when using a problem-solving process.

10. Consensus Gradients
Use the Gradients Poster and range of numbers as a method for team members to show their varying levels of enthusiasm or support for a recommendation.

11. Consensus Language
Use the Consensus Language tool to assist in using specific language when testing for group consensus which allows for varying levels of enthusiasm and does not force a yes-no response.

12. Commitments
Use this fill-in-the-blank template to gather promises or commitments in one place for better follow-through and monitoring.

13. Meeting Evaluation
Use the Meeting Evaluation survey to solicit feedback about how effective your meetings are from all team members to foster communication and build trust in the process.

14. Facilitation Tips Booklet
The Facilitation Tips: Discussions, Decisions, and Challenges is intended as a resource for facilitators who assist teams, especially special education teams, in their work.

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Watch this video of an IEP meeting demonstrating the use of facilitation skills and techniques to learn how you too can implement these valuable and effective skills/techniques.

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Ten Things to Know Before Your Next IEP Meeting

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Positive, asset-based communication with families can transform the relationships between teachers, parents, and students.

monkeybusinessimages / iStock

For many teachers, having parent contact is like visiting the dentist. We understand the need to maintain communication with parents and guardians. However, these interactions can be uncomfortable for some and entirely unpleasant for others.

When we realize the benefits of building and maintaining relationships with the parents and guardians of our students, we can begin to develop another worthwhile skill set to add to a diverse array of tools. The work begins by embracing a model of partnering with parents in order to strengthen the classroom.

I have found that when students know their parent or guardian and I are on the same page, when we speak the same language, when we support one another, it becomes easier for me to be a warm demander with high expectations of my students. Invoking the name of a parent becomes less of a threat and more of a reminder of our partnership and a shared culture of learning.

Here are three ways to establish and maintain partnerships with parents and guardians:

Determine the Best Method of Contact

Every parent is different. The parents and guardians of our students are small business owners, nine-to-fivers, gig workers who manage multiple jobs, and stay-at-home caregivers. Establishing strong partnerships with parents through effective communication involves a willingness to be flexible with our mode of messaging. For those of us who are introverts, this does mean that we will have to pick up the phone sometimes.

I have found that most parents are just as busy as we are and often prefer emails and text messages. Still, the tone and content of text messages and emails can be misinterpreted. Sometimes, going the extra mile to make a phone call can be the difference between a successful collaboration that mitigates student challenges and a stressful exchange that produces little support on the home front.

Normalize Positive, but Realistic, Communication

Most commonly, we contact families to notify them about student misbehavior and academic failure. However, when a parent or guardian receives positive communication from teachers, they are more likely to be responsive and supportive partners. For our part, as we work closely with our students week after week, we learn to identify the wins at every level. These are the moments that become the building blocks of normalizing positive contact with our parent partners.

We can do so by making a habit of sending a quick message to parents on the heels of acknowledging the student. As a teacher, I would send positive text messages about student effort, improved behavior, and class participation during class. I would even send an occasional picture of an engaged student. When I did so, I noticed an increase in the student's confidence and an improved attitude (even if only for the day).

Spotlighting positive moments in this way, particularly for students with behavioral issues, became a part of the relationship-building process. One of the first times I messaged a parent about their child being engaged with writing during class, the student did not believe me, going so far as requesting to see the text. She told me that her teachers only called home about behavioral issues. That first positive contact alone did not manage all of our issues, but it was a sizable step toward strengthening the relationship between the student, her parent, and me.

However, positive communication should not be disingenuous. Many teachers use the "compliment sandwich" when communicating with parents, saying something nice about a student in order to slip in the real issue, followed by more praise. While this is well-intentioned, parents do not take it as positive communication. What really matters to parents and guardians is whether or not we can express that we see and understand their children.

Reflect on Mindset: Are You Engaging in Deficit Thinking or Taking an Asset-Based Approach?

Understanding our mindset-the way we frame our understandings of students-requires consistent reflection. As we reflect, sometimes we may find ourselves engaged in thinking about goals and challenges from a deficit mindset, fixed on problems rather than finding solutions. In my experience, deficit thinking is prevalent where diversity is not understood and therefore not valued.

Thinking about the families of our students through a deficit lens means focusing on our perceptions of what parents and guardians do not have, what they do not have access to, and/or what they are not capable of. Deficit thinking reveals itself when we engage in conversations about "saving" our students or providing them with food or supplies they cannot get at home. (Having a well-stocked classroom to meet the needs of students is never a bad thing. However, we provide pencils for students because they need pencils, not because there are no pencils at home.)

The concept of partnering with parents, in and of itself, is an asset-based approach to communicating with families about student progress. Communicating with parents through an asset-based approach means asking the question, "How can we work together to address the needs and challenges of your student in order to ensure their success?"

Adopting an asset-based approach to parent communication allows us to see parents and guardians as partners who are invested in their children's success. If we begin our interactions with an asset-based assumption that families care about their children's education, we are less defensive when parents have questions about our classrooms, our instruction, and our roles as teachers. We are able to concentrate our efforts on how we can effectively work together to ensure the success of our students. After all, through an asset-based lens we see clearly that as teachers and parents, we share a common goal.

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3 Tips for Partnering With Parents for Student Success

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Positive, asset-based communication with families can transform the relationships between teachers, parents, and students.

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As a parent, you are your child's first and most important teacher. When your child enters school, you and the school become partners in what you both hope will be the successful development and education of your child. Years of research show that the more families are actively involved in the education of their children, the more successful the child will be in school and in life. This handout will give you tips for creating a positive and productive partnership with the school.

Good Communication

Introduce yourself to your child's teachers, the principal, and other school staff. An open house or other "back-to-school" event is a great time to start. Simply shaking hands and saying, "Hi, I'm Jamie's mom. I'm looking forward to working with you this year," can set a positive tone.

It's important to know the appropriate time to talk with staff. Whenever students are present, school staff do not usually have time to talk to parents for more than a few minutes. If a personal meeting is desired, you should schedule it with the teacher.

If you are communicating by phone, please keep in mind that teachers usually check voice mail or email only when they are not with their students. If you have an urgent need, ask the school secretary to write down your message and have it delivered directly to the teacher.

Find out the best method for communicating with school staff. Some staff prefer phone calls while others will respond best to email or written notes. Important information should be communicated in writing if possible.

If you use email to communicate, try to keep it brief and factual. If you want to tell someone your feelings, talk to the person directly or on the phone.

Provide the school with the best times and methods to communicate with you. Update contact information, such as your home or cell phone number, whenever there is a change. Respond as quickly as possible when someone contacts you.

Check your child's backpack daily for notes, newsletters, or other communications from the school.

Find out how to use the school websites and check them regularly for information.

If English is a second language for you, ask for information to be provided in your primary language.

Respectful Interactions

Treat others with the same respect you would like to have and expect the same from them.

Be positive with your child. He or she will copy your thoughts about the school and teachers which will directly affect his or her educational progress.

Try to respect the variety of needs and concerns of other students and staff members while speaking up for your own child's individual needs.

Keep your commitments. Put school conference and meeting dates on your calendar and check it frequently. If you can't make a meeting, call ahead of time to reschedule.

Find a way to volunteer or help in your child's classroom or the community based on what you like to do, what you do well, and the time you have available. For example, if you have a camera and enjoy taking photographs, volunteer to take photos at a school event. This sends a strong message about the value you place on school and sets a good example for your child.

If your work schedule makes it hard to volunteer during school hours, offer to work on projects that can be done at home and sent back into school with your child.

Consider serving on a school council, parent involvement committee, or other school or district advisory committee. Parent members are needed.

Let people know when they are doing a good job. A child's homemade card with a short note from you can be a great encourager and motivator for a teacher, nurse, or other staff person.

Meaningful Involvement

Find a way to volunteer or help in your child's classroom or the community based on what you like to do, what you do well, and the time you have available. For example, if you have a camera and enjoy taking photographs, volunteer to take photos at a school event. This sends a strong message about the value you place on school and sets a good example for your child.

If your work schedule makes it hard to volunteer during school hours, offer to work on projects that can be done at home and sent back into school with your child.

Consider serving on a school council, parent involvement committee, or other school or district advisory committee. Parent members are needed.

Let people know when they are doing a good job. A child's homemade card with a short note from you can be a great encourager and motivator for a teacher, nurse, or other staff person.

Positive Problem-Solving

When mistakes are made, try to resolve them quickly and completely. Then move forward. The goal is the successful education of your child.

Try to approach each new school year as an opportunity for a fresh start regardless of past issues or conflicts.

You are the expert on your child, and each school staff partner has his or her own particular area of educational expertise and experience. Each can learn from the other how to meet the developmental and educational needs of your child.

It's important for parents to understand their rights and responsibilities and how the system works. Ask for and read the school district's parent handbook.

Try to address your questions or concerns to the most appropriate person. It may be the teacher, principal, or superintendent of schools.

If you have ongoing conflict with a particular staff person and you are unable to successfully resolve the issue with them directly, ask to speak with their immediate supervisor.

Try to disagree without being disagreeable. Separate the person from the problem. Keep adult issues between adults. In most cases, you and your child will have an ongoing relationship with the school long after the conflict is past.

When you feel upset or confused, try to ask questions rather than becoming angry. Ask school staff to explain using words you understand.

Focus on possible solutions, rather than the problem itself. Make sure the "problem" is clearly defined.

When there is a disagreement on how to approach an area of concern, be willing to try something new on a trial basis. Make sure there's a plan in place to collect information during the trial period to determine whether or not the new plan should be continued.

While working together in partnership may be challenging, it can also be rewarding. The parent-school partnership can accomplish the goal of helping your child to succeed in learning and in life.

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Keys to Success in the Family-School Partnership - Dispute Resolution

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Years of research show that the more families are actively involved in the education of their children, the more successful the child will be in school and in life. This page will give you tips for creating a positive and productive partnership with the school.

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Printable Questionnaires for Connecting With Students and Families

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Getting to know your students is a powerful way to help them succeed in school. Use these questionnaires to gather information from students and caregivers.

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Federal Law and the Individualized Education Program

The federal Individuals with Disabilities Education Act (IDEA) requires that parents be afforded a legitimate, authentic opportunity to participate in the decision-making process for their children and should be encouraged to be active participants. In fact, the words parent(s) and parentally appear over 350 times in the law. Parents can collaborate with teachers in many ways, including providing informed consent for assessments, sharing valuable information about their child, and helping to write the IEP. But often, parents don't feel authentically included, and teachers may see parents as hindering their ability to do their jobs.

How Can Teachers Improve Collaboration?

First and foremost, remember to be kind, listen to (not just hear) what parents have to say, and don't judge them or their decisions. Parents are sharing with us the most precious thing they have, and we often, in our haste to stay on time with the meeting schedule, may forget that and focus on the difficulties the child is having and how we intend to identify and fix them-a deficit model. Instead, remember to acknowledge the child's strengths and positive qualities, focusing on what they do well and how you plan to build on those strengths while still addressing areas in which they need additional support.

Be mindful of the curse of knowledge: As teachers we are knowledgeable and proficient in our discipline, both in our content areas and in the special education policies and practices of our districts. When we know something well, it's very hard to remember what it was like not to know it. We can easily and inadvertently make erroneous assumptions about parent understanding, especially with terms like "least restrictive environment," "severe discrepancy," and "negative educational impact." Be sure to use terms that all parents understand and explain those that could be confusing. I will never forget the parent of a child with a mild speech impairment asking at the end of an IEP meeting when their child would be "sent to the special school." To the parent, "special education" meant "special school somewhere else"-and we had neglected to state what was obvious to us, that the child would continue to attend the same school.

Be cautious with advice: Advice often starts with "You should..." or "If I were you..." If you offer advice and it doesn't work, you may end up losing the trust and respect of the parent. And if the advice does work, you run the risk of the parent becoming dependent on you when they really need to be empowered. This is their child, after all. Instead of advice, offer information from several different sources (e.g., one or two books and a couple of verified websites) and empower the parent to be confident in making their own decisions about their child, while still providing them with needed support.

How Can Parents Improve Collaboration?

In my experience, both as educator and parent, I've found that most teachers and administrators are trying to do the best they can. Just as teachers don't always understand the experiences of parents, parents are often not familiar with the experiences of the school personnel, the policies they must follow, or the restrictions they have. Until you have concrete reasons to believe otherwise, assume that the teachers and administrators are operating with the best of intentions.

Exercise your right to participate in the process: Most teachers with whom I worked were happy when parents were actively involved, asked questions, and stayed engaged. It's frustrating for them when they feel that parents aren't actively participating in their child's IEP process. I wanted parents to participate but was not always as proactive as I could have been in inviting them to engage in IEP development or strategy brainstorming away from the IEP table-but if a parent had initiated that contact and suggested we work together to consider IEP content, I would have been thrilled.

Don't get in the weeds of the process: On the other hand, it's important not to get in the way of the teachers doing their jobs. Don't micromanage the process, monitoring dates and questioning the qualifications of assessors and the validity of the assessments or interventions (all things I have seen happen). Again, unless you have concrete reasons to believe otherwise, trust that the professionals working with your child are just that: professionals. They know what to do and how to do it, not just for your child but for all the children for whom they are responsible. While your child is your priority every day, and rightly so, your child's teachers are responsible for many children and sometimes need to prioritize based on immediate need.

Thriving collaborative processes will not magically eliminate a child's disability or dissolve any potential conflict, but they can provide a strong foundation for the people who care about the child the most to build a relationship that will nurture success.

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IEP: Students Benefit When We Collaborate

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The federal Individuals with Disabilities Education Act (IDEA) requires that parents be afforded a legitimate, authentic opportunity to participate in the decision-making process for their children and should be encouraged to be active participants. In fact, the words parent(s) and parentally appear over 350 times in the law.

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How to Build Parent-Teacher Relationships: 8 Tips for Educators

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Learn how to build positive relationships with your students’ parents and caregivers. Explore eight tips for building parent-teacher relationships.

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7 Questions to Ask Parents at the Beginning of the Year

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A set of questions that will help teachers form partnerships with parents in support of their children’s learning.

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Current as of April 2022
In Spanish | En español

When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive. The IEP is developed by a team that includes the child's parents and school staff.

The IEP is an extremely important document in the educational lives of students with disabilities receiving special education under IDEA. The resources we've listed below will help you learn more about IEPs-what the law requires, what information a typical IEP contains, how IEPs are developed, and so on.

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The Short-and-Sweet IEP Overview
Find out fast what an IEP is, who writes it, and what it contains.

The IEP Team
A child's IEP is developed by a team of individuals that includes key school staff and the child's parents. Find out who's required by law to serve on the team and what they might contribute to developing the IEP.

Contents of the IEP
A child's IEP, by law, must contain specific information, including the special education and related services that he or she will receive. But there's so much more in an IEP! Find out in detail.

When the IEP Team Meets
What goes on at an IEP team meeting? What does IDEA require? What types of considerations, discussions, and decisions must be made by the IEP team? Find out here.

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Current as of April 2022 In Spanish | En español When a child receives special education services under the Individuals with Disabilities Education Act (IDEA), he or she must have an Individualized Education Program (IEP). This is a written document listing, among other things, the special educational services that the child will receive.

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When it comes to special education, you may run into terms and jargon that you’re not familiar with. Here are key IEP and special education terms and abbreviations you may see and hear.

504 plan: A blueprint for supporting a student with a disability by removing barriers. It gives the student equal access to learning in the general education classroom. Students with 504 plans tend not to need specialized instruction (special education).

accommodation: This is a change to or in a student’s learning environment. Accommodations help students learn and show what they’ve learned by removing barriers. For instance, students who take longer to answer questions because of learning differences might be allowed extra time to take a test. Even with accommodations, students are expected to learn the same content as their peers.

annual goals: The IEP document lists the academic and functional (everyday) skills the IEP team thinks a student can achieve by the end of a school year. These goals are geared toward helping students take part in the general education curriculum. IEP goals need to be realistic and measurable. Many schools write SMART goals. (SMART stands for Specific, Measurable, Attainable, Results-oriented and Time-bound.)

assistive technology (AT): Any device, equipment, or software that helps students learn, communicate, and function better in school. AT ranges from simple tools (like highlighters) to high-tech software (like apps that read text aloud).

behavior intervention plan (BIP): A plan designed to proactively teach and reinforce positive behavior. Typically, the plan uses strategies to prevent and address behavior that gets in the way of learning. It may also have supports and aids for the student. A BIP is often included as part of an IEP. To get a BIP, a student must have a functional behavioral assessment.

disability: A condition recognized by the law. To qualify for an IEP, students must have a disability that falls under one of the 13 categories listed in the Individuals with Disabilities Education Act. Many students who learn and think differently are eligible in one of three categories: (1) specific learning disability; (2) other health impairment; and (3) speech or language impairment.

due process: A formal process for resolving disputes about special education and IEPs. Due process isn’t the only way to resolve a dispute. There are other options, like mediation and filing a state complaint.

extended school year services (ESY): Special education services provided outside of the regular school year, such as during the summer or, less commonly, during extended breaks like winter break.

general education curriculum: This is the knowledge and skills that all students throughout a state are expected to master. The curriculum varies from state to state.

Individualized Education Program (IEP): An IEP outlines the program of special education instruction, supports, and services kids need to make progress and thrive in school. Some people refer to the written document that outlines this as the IEP (in which case p can stand for plan).

Individuals with Disabilities Education Act (IDEA): The nation’s special education law. IDEA is a federal law that guarantees all students with disabilities access to a free, appropriate public education.

least restrictive environment (LRE): Students with documented disabilities must be taught in the least restrictive environment. This means they must be taught as much as possible in the same setting as peers who don’t have disabilities. In most circumstances, schools must offer services and supports to help students with an IEP thrive in a general education classroom.

modification: A modification is a change in what a student is expected to learn and demonstrate. For example, a teacher might ask the class to write an essay that analyzes three major battles during a war. A student with a modification may only be asked to write about the basic facts of those battles. Modifications are different from accommodations.

parent report: This is a letter families write to document their child’s strengths, struggles, and success at school, at home, and in the community. Sharing the report with the IEP team gives a more complete view of the student.

positive behavior interventions and supports (PBIS): PBIS is a proactive, schoolwide approach used to promote positive behavior and improve school safety. PBIS creates a school culture in which all students learn about behavior and use a common language to talk about it.

progress reporting: How a school reports on student progress on annual goals. This is specified in the IEP. Progress reporting needs to be provided as often as a school reports on progress in general education for all students.

present level of performance (PLOP, PLP, PLAFF, PLAAFP): A description of a student’s current abilities, skills, challenges, and strengths at the time the IEP is written. PLOP describes academic skills (like reading level) and functional skills (like making conversation or writing with a pencil). This is the starting point for setting annual IEP goals.

standards-based IEP: A standards-based IEP measures a student’s academic performance against what the state expects of other students in the same grade.

special education: Specially designed instruction to meet the unique needs of a student. It should be designed to give access to the general education curriculum. The instruction is provided at no cost to families.

supplementary aids and services: These are supports to help students learn in the general education classroom. They can include equipment or assistive technology, like audiobooks or highlighted classroom notes. They may also include training for staff members to help them learn how to work with students based on their specific needs.

related services: Any support services a student needs to benefit from special education. One possible example is transportation. Another is occupational therapy.

response to intervention (RTI): RTI is a systematic way of identifying struggling students and providing extra help. Teachers assess the skills of everyone in the class to see which students need evidence-based instructional interventions. Progress is monitored frequently to make sure students are getting the right support and intervention.

transition plan: This part of the IEP lays out what a teen will learn and do in high school in order to thrive as a young adult. The IEP team and the student develop the plan together before it kicks in at age 16. The transition plan includes goals and activities that are academic and functional. But they extend beyond school to practical life skills and job training.

Key takeaways

Review this list of terms before special education meetings to refresh your memory.

Not all of these terms will apply to all students.

Ask the IEP team to explain any terms you don’t understand.

Related topics

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There are lots of terms and acronyms used in the IEP and special education process. Explore this list of IEP and special education terms and definitions.

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Increase advocacy skills, and improve your ability to work with professionals on your child's educational and medical needs.

These recorded webinars let you get the information you need at your convenience.

Upcoming events throughout Arizona.

Some surveys and studies regarding children with disabilities and/or special health care needs.

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Increase advocacy skills, and improve your ability to work with professionals on your child's educational and medical needs. These recorded webinars let you get the information you need at your convenience. Upcoming events throughout Arizona. Some surveys and studies regarding children with disabilities and/or special health care needs.

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For teachers: What to expect in an IEP meeting

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Learn IEP meeting tips for general education teachers.

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Programs and services for families

Raising Special Kids provides programs and services at no cost to families.

No eligibility determinations are required. Any parent or family member of a child with a disability can take advantage of services provided in English, Spanish, and other languages.

Individual Consultation

Get help with your questions and concerns about health care, education, early childhood, behaviors, transition to adulthood, and more!

Parent-to-Parent Support

Each year, more than 300 families in Arizona are connected with veteran “mentor” parents who understand the challenges of raising a child with special needs.

Events & Training

Increase advocacy skills, and improve your ability to work with professionals on your child’s educational and medical needs.

Refugee and Asylee Mentorship Program (RAMP)

Through the Refugee & Asylee Mentorship Program, Raising Special Kids provides culturally appropriate supports and services to educate and empower refugee and asylee families.

NICU Parent Support

Raising Special Kids shares guidance, support, and practical information for parents who have a baby in the NICU or a NICU graduate.

Positive Family Coaching (PFC)

Raising Special Kids’ Positive Family Coaching (PFC) program provides enhanced support to families of children receiving behavioral health services through AHCCCS.

Programs and services for professionals

Parent Panels

Raising Special Kids provides training to support increased collaboration between professionals and parents.

Physician Residency Program

The Physician Residency program provides Medical Residents the opportunity to experience a family’s perspective and learn the unique needs and challenges families with disabilities face.

Training for Professionals

Grow your knowledge or the knowledge of your staff by attending our training and workshops.

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Raising Special Kids provides programs and services at no cost to families. No eligibility determinations are required. Any parent or family member of a child with a disability can take advantage of services provided in English, Spanish, and other languages. Programs and services for professionals

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The IEP Cycle: The General Educator's Role

A general educator must be included if the student is or may be participating in the regular education environment. Without the general education teacher's participation,it would be harder for the IEP (Individualized Education Program) team to take on its newresponsibilities for looking at a student's progress in the general education curriculum,standards, and assessments.
The general education teacher also brings to the IEP team process a knowledge of:

The general education context.

How the student with disabilities performs in a general education context.

How the student interacts with her peers.

The pace of the class.

Other students.
The dynamics of the class.

Approaches for teaching the class as a whole.

When general education teachers are new to the IEP team, it will help if they understand their specific roles. In addition, general educators who have participated in IEP team meetings before may find that their roles may shift. They may be accustomed to presenting their observations and thoughts about the student to the IEP team, but not to being a vital part of the process from beginning to end.

General education teachers need to know that they are important players. They need to know what they are expected to contribute to the process and what kinds of support they will receive in return. For example, substantive help and support in helping a diverse group of students to learn effectively.

To be part of the IEP team, general educators will need to look at their own beliefs and biases regarding students with disabilities. It is important to own up to biases where they exist, but not let them color one's attitude toward a particular student. To be an effective part of the IEP process, general educators will also need to:

1. Know how to communicate effectively and work within a team context.

2. Know how to observe special education students and record their behaviors objectively in order to help IEP teams track these students' progress.

3. Describe a student's performance and behaviors to emphasize the student's strengths.
Some general educators will need to learn how to describe a student's progress, weaknesses, and needs in appropriate, positive language. The idea is to describe the progress the student is making, no matter how small, and to focus on how to get to the next step. For example, "Jim can't add" is vague, derogatory, and doesn't describe what Jim can do. "Jim can count up to twenty by ones. We are working on having him count to fifty." is more positive, accurate, and points to the next goal.
See Positive Descriptions of Student Behavior

4. Convey to the other IEP team members an acceptance and willingness to actively participate in the IEP process.

5. Be willing to try new approaches in working with students with special needs.

6. Be willing to ask for additional assistance when this is needed.

The purpose of the general educator's role on the IEP team is to get accurate, reliable data on the student's behavior and progress toward meeting her annual goals.
The IEP has a section in which the general educators can describe any support they need to help a student to attain her goals and participate in the general curriculum. This provides an opportunity for the general education teacher to describe what kind of training or assistance would help in carrying out the IEP.

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The IEP Cycle: The General Educator's Role

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The general educator's role in the IEP process is an extremely important one from beginning to end.