By law, an IEP must include descriptions of the student's present levels of achievement, with emphasis on how the student's disabilities affect success in the classroom, as well as descriptions of annual goals, services provided, testing accommodations and progress monitoring. All sections of the IEP should be discussed with parents, with focus on present performance, services provided and what changes might be needed. Educating parents about the IEP process can often prevent tense situations, but in case of disagreement, look for common ground and avoid negatives. Ultimately, parents must agree to all provisions in an IEP so it is useful to maintain positive relationships.
Discussion of an IEP with a parent should reflect the student’s observed growth in terms of the specific behavioral, emotional and academic goals outlined in the IEP. Typically, each teacher and service provider outlines a brief statement before the annual meeting and speaks to parents during the meeting. Though some students have significant challenges, it can be beneficial to use positive language even when describing negative trends. It is also useful to refer to work samples and test results as evidence, as well as views of the student’s other teachers who may not attend the meeting. Parents should be allowed to ask questions and give insight.
Students take a more active role on in the development of their IEP as they get older; however, teachers may need to prompt the student or work to ensure active participation. For example, encourage students to present about their growth to the IEP team and to suggest changes. If the student is not present, continue bringing the discussion back to the student’s needs to determine what is necessary. Ultimately, the goal in any discussion of an IEP is for parents and teachers to collaborate in helping a child succeed. Keeping the focus on the child sends a positive message to parents.
Parents are entitled to a copy of their student’s IEP at no charge. Parents should also be included in all steps of the implementation process; in fact, many IEPs include provisions for regular parent updates about student performance and the implementation of the IEP. Teachers must continue to provide communication beyond the scope of the meeting so that parents understand the present situation and are not surprised at the following year’s meeting. These discussions may be both formal and informal, depending upon the needs of the child.