An Individualized Education Program meeting should feel like a strategy session. Families deserve clarity, not surprises. Send an agenda one week in advance that lists who will attend, what decisions are on the table, what data will be reviewed, and how much time is planned for each item. Include translation or interpretation needs, access needs, and the option for virtual or in person attendance.
Open with purpose. Welcome the student and family by name. Share the goal for the meeting in one sentence. Review norms for the conversation, such as one person speaks at a time, use plain language, and link every suggestion to data. Introduce each participant and role, including general education teacher, special education teacher, related service providers, and, when appropriate, a representative from vocational rehabilitation for transition planning.
Put data on the table first. Bring one page summaries for reading, writing, math, behavior, communication, motor skills, and any relevant health or sensory information. Show trend lines, not only single test scores. Explain what supports were used, such as visual cues or assistive technology. Invite the family and the student to share what is working at home and in the community.
Write goals that are specific, measurable, and readable. Use plain speech. Replace jargon with examples. For instance, “will read a grade level paragraph and answer three questions about the main idea and key details,” or “will request a break using a card or a verbal request within one minute of feeling overwhelmed.” Pair each goal with a short list of instructional strategies that will be used consistently across settings.
Plan services and placement based on what the data requires. Confirm minutes for specialized instruction and related services. Name the setting and the schedule. Describe how support will follow the student in general education classes to keep learning in the Least Restrictive Environment when appropriate. Record who is responsible for each service and how progress will be measured weekly.
Close with a 30 day work plan. List three to five concrete actions that will happen before the next check in. Examples include new reading intervention sessions, a behavior plan practice routine, or a job shadow for transition. Assign owners and dates. Schedule the 30 day review on the calendar before the meeting ends. Provide Prior Written Notice that summarizes proposals, acceptances, refusals, and the reasons for each decision in plain language.
Design for equity at every step. Offer interpretation and translated documents. Schedule meetings at times families can attend. Ask families how they prefer to receive updates. Invite student voice on goals and supports. Track whether meetings start and end on time across schools. Make adjustments when patterns show that some families face more barriers than others.
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