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This week I was able to sit in on an IEP meeting at Washington Elementary. This is something that was very different for me. I had never heard of having an IEP meeting, much less, what you do in an IEP meeting. The main reason for having this meeting was to revise the goals and clarify the support the student will reach and need throughout the school year. This meeting, for this child, happens once every school year to insure that all attending parties (classroom teacher and EC teachers) are on the same page about the goals that need to be reached and the support that the student will be receiving.

I found an article that gives an overview of what an IEP Meeting is and consists of. First of all, IEP stands for Individualized Education Program which is a document that is developed for each public school child who needs special education. This document is created through a team effort to create a successful plan for each individual student who needs an IEP. These meetings are held once every school year at the beginning of the year to make sure the IEP meets the child's needs. The IEP needs to be revised as the child makes progress and faces new challenges, and as new instruction techniques and technology become available.

Who attends the IEP meeting?

• The parents/guardians of the student, 
• At least one of your child’s general education teachers (unless your child doesn’t work with general education teachers).
• At least one special education teacher or other special education provider.
• A school district representative knowledgeable about general education and special education. This representative has the power to commit school resources for your child.
• A school psychologist or other specialist who can interpret your child’s first (or most recent) evaluation and test results.
• Your child, starting when the IEP team begins to develop the transition plan for life after high school. This plan will be part of the IEP that goes into effect when your child turns 16. (Your child may attend meetings even earlier if you think it is appropriate. Early participation can help build self-advocacy skills.)

A team member can be excused if both you and the school agree to it. Otherwise, the team should reschedule the meeting for a time when everyone can be present.

You can invites some who knows your child's needs (such as a health-care provider) to attend the IEP meeting. You also can ask a friend or advocate. It can be helpful to have an extra set of eyes and ears in the room. Let the school know about any guests ahead of time.

Anyone who can’t attend in person can participate by conference call or video chat. Be sure to tell the IEP team leader in advance if you or a guest will need a phone or video connection.

What Is Discussed and Decided at the IEP Meeting?

• Present level of performance (PLOP): The team leader will write a statement about your child’s current levels of academic and functional performance (social, behavioral and motor skills, for example) and goals. This is based on data (like test scores) and observations from you and other team members.

• Annual goals: The team reviews what progress your child has made toward meeting his annual goals. Then together you develop new or revised goals for the coming year. It’s important for annual goals to be specific, measurable and tailored to your child.

• Individualized supports and services: The team discusses how well your child’s accommodations, modifications and specialized instruction are working. Then you and the team update the supports and services to match your child’s PLOP and new annual goals.

The IEP developed during the meeting is considered a draft IEP. Some schools create this in advance and then share it at the IEP meeting. If your child’s school creates the draft ahead of time, ask them to send it to you well before the meeting.

The draft is a work in progress. You have the right to suggest changes during the meeting.

Every IEP meeting should cover these key aspects:

If it seems like the team is proposing “one size fits all” strategies, remind them that the IEP should reflect your child’s individual strengths and needs. If you don’t understand something or need clarification, speak up. This is your best chance all year to communicate with the whole team.

I found this meeting to be very helpful. Especially since I will be student teaching next spring and have this student in my classroom. It was a lot to understand right away but this article helped me understand it a little more.

This article relates to standard two by creating a respectful environment for diverse students. This is huge for an IEP student. It's very important to have a respectful and welcoming environment for someone who needs that additional help. It's also important to include that in the IEP for each student.