What *should* happen at an annual IEP meeting.
Shawna McMillan, M.Ed
March 12, 2024
Annual IEP meetings are held to determine your child’s levels of progress and review of any new goals and objectives for the upcoming year. A new IEP is developed at this meeting, and can sometimes be similar to the previous IEP depending on progress on goals or what’s being discussed at the meeting. Annual IEP meetings do not have to be daunting. These meetings should allow you as a parent or guardian to feel more comfortable about your child’s individualized program.
An annual Individualized Education Program (IEP) meeting is a crucial part of the special education process for students with disabilities. You should get ample notice prior to this meeting so you can be prepared with any questions or concerns you may have for the IEP team. Here are key components that should take place at an annual IEP meeting:
Review of Current Performance:
The team should discuss your student's current academic, developmental, and functional levels performance. This is covered in the PLAAFP (present levels of academic achievement and functional performance) which summarizes all areas that your student needs more support.
The IEP team should review any assessments or evaluations conducted since the last IEP meeting and inform you of any data tracking plans they set in place.
Parental Input:
The team should encourage you to share your insights, concerns, and goals for your child’s education. This can be anything that you notice behaviorally, academically, and/or emotionally. Use this time to brag about progress your child has made as well!
You should inform the team of any changes in the student's needs or home environment that may impact their education.
Annual Goals and Objectives:
Once the team receives your input, they will establish new, measurable, and realistic goals for the upcoming year based on the student's present levels of performance. They will define specific objectives and benchmarks to monitor progress toward each goal. Ask for this in plain language if you do not understand the way goals and objectives are worded.
Special Education and Related Services:
The team will determine the appropriate special education services, accommodations, and modifications required to support the student's goals and discuss any related services (such as speech therapy, occupational therapy, or counseling) and their frequency.
Participation in General Education Classes:
The general education classroom is where students in LRE A&B spend. The team will discuss the extent to which the student will participate in general education classes and any necessary supports or modifications. These modifications and accommodations are some of the most important things to advocate for concerning your child’s IEP.
Transition Planning (if applicable):
For students aged 14 and older (or younger, if appropriate), the team will discuss transition services and goals to prepare for post-school life, such as further education, employment, and independent living.
Assessment Accommodations:
The IEP team will determine any necessary accommodations or modifications for assessments, ensuring they align with the student's IEP goals. If you feel like something is missing, speak up!
Behavioral and Social Development:
The team will address any behavioral concerns and strategies for managing challenging behaviors and your student's social and emotional development and ways to support their well-being.
Communication and Collaboration:
Establish lines of communication between parents, teachers, and other service providers and discuss how progress will be monitored and reported to parents throughout the year. Progressing monitoring is a requirement and should be documented.
IEP Implementation:
The team should confirm responsibilities and roles of all involved parties in implementing the IEP.
They will ensure that teachers and service providers understand the accommodations and modifications specified in the plan.
Review of Extended School Year (ESY) Services:
If applicable, discuss and determine the need for extended school year services during breaks.
Documentation:
The team will ensure that all decisions, discussions, and agreements are documented in the IEP document.
Remember, the IEP meeting should be a collaborative effort involving parents, teachers, special education professionals, and, when appropriate, your student. The goal is to create a comprehensive plan that supports your student's academic, social, and emotional development.
