When parent arrives, share a positive statement about their child.
Review the purpose of the meeting, what outcomes you expect, and the agenda for the meeting – ask for any input or changes.
Set the appropriate tone for the meeting and adopt a facilitative approach.
There’s no one right way – Keep an open mind and respect the views of the parent.
Listen to the parent’s concerns, document them and try to find a solution.
See what you all can agree on or at least live with.
Do not make decisions based upon “principle.”
Keep conversations focused on the needs of the student.
If things get tense, call for a five-minute break. That might give you time to develop a solution to the problem.
Develop an action plan and clearly designate person(s) responsible for fulfilling commitments made at the meeting
Use an Agenda!
The agenda will change based on the type of CC you are holding.
A generic agenda will include
Introduce and welcome participants
Offer Parent Rights
Review agenda and guidelines for participation
Review purpose of meeting
Review evaluation data for initial cc
Review new data if applicable
Determine eligibility or continued eligibility
Present Draft IEP
Obtain necessary signatures
Develop Follow-up Plan (Who will do what)
Many district have a template. Check with your local director or coordinator for specifics.
Tips for Avoiding Due Process
Know the Law
Take time to pick up the IDEA regulations and Article 7 Attend Co-op Inservice Trainings If you are not sure call your Supervisor
Involve the Parents
You must schedule conferences at a mutually agreed upon time You must document attempts to schedule conferences
Educate Parents/Learn From Parents
Help parents understand the nature of the child’s disability Help parents understand Special Education Listen to Parents and consider their input
Communicate Keep parents informed Be open, honest and straight forward Let them know you want to work with them not against them
Delete the following phrases from your vocabulary:
We don’t or can’t do that here. Maybe your child should go to a different school. Your private therapist does not understand what we have to deal with in schools. We are understaffed. We don’t have enough money. I have 185 other students to deal with. I think he needs a one-on-one assistant. She doesn’t belong here. We’re not equipped… It would take too much time. I cannot commit these resources.
Replace the old phrases with these new ones:
I’m not familiar with the strategy. Where did you hear about it? Can you get me more information? Could your private provider share data with us? Which IEP goals would the recommendation address? I will need to look at staffing options. I’ll look into it and get back to you. Let’s look at your child’s needs. I think he may need more support. Let’s look at all of our options. What would be the trade off – What would he miss? I’m not familiar with the resources available for this suggestion. Ill look into it and we can reconvene.
The current teacher of record will develop the IEP and disseminate it to the appropriate individuals. For the initial conference, a teacher licensed in the area of the student’s suspected disability is to attend. This individual provides expertise to the committee regarding special education services and programming.
The TOR is responsible for:
Monitoring the implementation of the IEP
Ensure that each of the student's teachers, related service providers, paraprofessionals, and any other service providers, who are responsible for implementing the student's IEP;
Have access to a copy of the IEP;
Are informed of their specific responsibilities related to implementing the IEP; and
Are informed of the specific accommodations, modifications, and supports that must be provided for the student in accordance with the student's IEP.
Ensure that the CCC is informed of any modifications made to the student's IEP in accordance with section 9(e)(2) and 9(g) of this rule;
Be responsible for all other activities identified in 511 IAC 7-32-97.