Special Education for Beginners | Managing Paraprofessionals, Special Education Strategies, First Year Sped Teachers, Special Ed Overwhelm, Paperwork for Special Education Teachers

4 Steps Toward Implementing Student-Led IEP Meetings

• Episode 195

Share episode

Welcome back to Special Education for Beginners! Over the last two episodes, we’ve been diving into the important topic of student-led Individualized Education Programs (IEPs). In the first episode, we explored what student-led IEPs are, who they’re for, and why they matter. Last week, I had the privilege of speaking with Dr. Daniel Biegun, who shared some incredible insights about the life skills students develop through this process—skills like communication, self-advocacy, and collaboration.

Today, I’m taking the conversation one step further. We’re going to look at the 4 steps teachers at any level can take to help students take an active role in their education. When students understand their goals, accommodations, and the purpose of the meeting, they are better equipped to advocate for themselves and build essential life skills.

  1. Input-Use tools like surveys, worksheets, or emoji cards to gather input. Build input into regular conversations throughout the year, not just before meetings.
  2. Attendance-Students can attend part or all of their IEP meeting to familiarize themselves with the process and feel connected to their education.
  3.  Participation-Students actively engage in their IEP meetings by answering questions, giving input, or asking for clarification.
  4. Leading the Meeting-The ultimate goal is for students to lead their IEP meetings, but leadership can vary, from presenting a slide deck to guiding a specific agenda item. 

Focus on growth over perfection!

Here are some tools to help you obtain input:
IEP Input Forms for Younger Students- Emoji Cards

IEP Input Survey-Students


If you’re looking for guidance on how to get started with student-led IEPs, my resource How to Implement Student-Led IEP Meetings for Any Grade Level provides detailed strategies to help students feel confident and capable in this role. 

Hey special educator…Do you feel like you're just barely keeping your head above water? Like you're stuck in the same old routines, wondering how to make a bigger impact in your classroom? Well, I’ve got something special just for you. I’m excited to offer a unique opportunity to take your teaching to the next level.  I’m ready to step outside my district to offer individualized coaching calls designed to offer person

Sign up to be notified each time a new episode airs and get access to all the discounts!

Don't forget to leave a review of the show!

Follow Jennifer
Instagram
TPT
Speaker 1:

Well, welcome back to Special Education for Beginners. The topic for this entire month of January has been student-led IEP meetings. In the first episode, we explored what student-led IEPs are, who they're for and why they matter. Last week, I had the privilege of speaking with Dr Daniel Began, who shared some incredible insights about the life skills students develop through this process, skills like communication, self-advocacy and collaboration. So if you haven't yet had the chance to listen to episodes 193 and 194, I encourage you to go back and do so. It isn't imperative that you listen to them in order, but those two episodes will give you some more foundational support of student-led IEPs. Today, I'm taking the conversation one step further. We are going to look at the practical ways students can take part in their IEP meetings, no matter their age, ability or confidence level. Whether it's providing input, attending some or all of their meeting, participating actively or even leading the meeting, there is a place for every student to be involved. So let's get to it. Hey, special educator, are you overwhelmed by the absurd amount of paperwork on your to-do list? Do you wish you had the skills to build a rock-solid team with your staff? Do you find yourself scouring the internet for how to meet the needs of each student on your caseload. Well, hey there, I'm Jennifer Hopperberg, an award-winning veteran special education teacher and current instructional coach, who has walked in your shoes through each of these challenges and, yes, I have the metaphorical blisters to prove it. I have cried your tears and felt your pain, and now I'm here to support you in the way I wish someone would have been there to support me. Listen in each week as my guests and I dish out practical wisdom to help you handle all the classroom curveballs that are thrown at you and learn how to laugh in spite of the chaos, to celebrate those small yet significant victories that only a special educator can understand. So celebrate those small yet significant victories that only a special educator can understand. So are you ready? Wipe your tears and put on your superhero cape, because together we are going to learn how to survive and thrive in the ever crazy, completely overwhelming laugh. So you don't cry. Profession of being a special education teacher.

Speaker 1:

Before we dive in, I want to share a quick story. I was riding in the car with my husband the other day talking about this very topic student-led IEPs. Now, I'm not sure he always pays close attention when I talk about the podcast, or special education for that matter. Because, well, he doesn't work in education. He's an accountant for an electric cooperative and, just like I don't fully understand accounting, I don't think he really gets all that I do.

Speaker 1:

But when I mentioned student-led IEPs, he caught me off guard when he asked why. I said why, what? And he said why would you want to have the students involved in the IEP meetings? And his question made me pause, because it is a valid one and one that probably many of you have heard or even asked yourselves why involve students? Why not let the adults handle it? My answer to him was simple Because it's their education, their future and their voice matters. They are the reason we are having the meeting in the first place. When students are involved, they learn critical life skills, they feel empowered and they start to take ownership of that learning in a way that prepares them for success in life beyond school. And that's what this episode is all about.

Speaker 1:

I want to focus on four steps for how we can slowly start implementing student-led IEPs into our regular procedures, starting with input, moving to attendance and then participation and finally to leading the meeting. All right, so the first step is to obtain input, the easiest way to involve students in the IEP process is to ensure they have input. This is a foundational step and it's one that's appropriate for every student, every grade, every cognitive level. When students share their strengths, preferences and needs, it helps create an IEP that truly reflects who they are. An input can take on many forms, depending on the student's communication style and comfort level. The easiest thing to do, I think, is just to have a conversation with a student, ask open-ended questions like what do you think is going well in school? What could we change to make things easier for you, what are some things your teachers do that help you learn? Or what are some things that make school hard for you? These questions not only encourage students to share, but they also show them that their opinions matter.

Speaker 1:

Surveying is another effective way to gather input, especially for students who may feel more comfortable expressing their thoughts in writing or through structured prompts. Surveys can provide insight into their strengths, goals and preferences, which might not always come up in just casual conversations. They also give students a chance to reflect and prepare their thoughts ahead of time. For younger students, tools like my IEP input forums for younger students with emoji cards can make it a fun and accessible way for them to express their feelings and preferences. Older students might benefit from surveys like the IEP Input Survey for Students, which will allow them to reflect and share more detailed insights about their goals and needs. Both of those resources are available in my TPT store and I will link them in the show notes. It's also important to build input into your regular conversations with students throughout the school year.

Speaker 1:

Don't wait until right before the IEP meeting to ask for their thoughts. Frequent discussions about what's working, what's challenging and what supports they feel they need will not only make the IEP process smoother, but it will also empower the student to see themselves as an active part of the team. The next step is attendance, and that means attending some or all of the meeting. Even being in the room can help them feel more connected to the process and build familiarity with how meetings work. I once had some middle school teachers ask if the elementary teachers could start doing a better job of explaining the IEP process to students. Apparently, a group of students had transitioned to the middle school and when their new teachers asked them about their IEP meetings, their goals and their accommodations middle school, and when their new teachers asked them about their IEP meetings, their goals and their accommodations. The students said they didn't know they had an IEP or they didn't even know what an IEP was. That moment was kind of a wake-up call for me. I thought I had done enough to ensure my students understood their IEPs. I had asked for their input, I had informed them when their parent was coming for their meeting, but it was clear that they hadn't truly connected with the process Because, as elementary age students, they hadn't been invited to their meeting, whether it was parent choice, student choice or just an oversight that it needed to happen. It reminded me how critical it is for students to not only know about their IEP but to be an active participant in the process.

Speaker 1:

So start small. For example, a student might attend just to introduce themselves and share their strengths. Over time they can stay for discussions about accommodations or goals, but the key is preparation. Role-playing or practicing what they're going to say will help reduce anxiety and set them up for success. And if you are just now beginning to include students in their meetings, start slowly. Only invite the students who will be transitioning to a different building or a different level, such as fifth graders who will be moving to a middle school or eighth graders who will be moving into high school. Another effective strategy is to involve these students in a preparatory meeting or planning session where they can ask questions ahead of time and become familiar with the process in low pressure settings. This ensures that they will feel confident and ready to participate later on. You can go over proposed goals and let them have input. Explain what accommodations are and ask them if they are beneficial to them. Explain the procedures of an IEP meeting and what they should expect. By gradually introducing students to the IEP process, we empower them to take an active role in their education. When students understand their goals, their accommodations and the purpose of the meeting, they are better equipped to advocate for themselves and build those essential life skills I was talking about earlier. And it starts with small steps like introducing themselves or discussing their strengths, but these moments can have a lasting impact on their confidence and engagement as they transition to greater responsibilities within their IEP meetings.

Speaker 1:

The third step is actual participation. Once students are comfortable attending, they can start participating actively in their meetings. This might mean answering questions, asking for clarification or providing input on their goals and accommodations by expressing what accommodations or what supports work best for them in the classroom. Teachers can encourage this modeling how to phrase requests or explain the importance of certain accommodations. Another way to build participation is by helping students prepare a short presentation or a list of points they want to discuss during the meeting, kind of like choosing the agenda. This could be a simple top three goals or a reflection on what has been working well and what hasn't. If you're looking for guidance on how to implement this step, my resource how to Implement Student-Led IP Meetings for Any Grade Level provides detailed strategies to help students feel confident and capable in this role.

Speaker 1:

Participation doesn't have to be perfect. The goal is to just build their confidence step by step. Celebrate their efforts, no matter how small, is to just build their confidence step by step. Celebrate their efforts, no matter how small, to reinforce that their contributions are valued. And then the last step is actually leading the meeting. And we will go into this in a lot more detail next week when we chat with a colleague of mine who is going to share exactly how she implements this process.

Speaker 1:

But the ultimate goal of student led IEPs is for the students to lead their own meetings, while this might not happen overnight and it might not happen at every level. It is a powerful way for students to take full ownership of their learning, and this leadership can look different for each student. Some might prepare a slide deck to share their strengths and goals, while others might take charge of just one specific part of the agenda. For example, they could lead the discussion about accommodations or they could present a reflection on their progress toward their goals. This kind of involvement teaches students invaluable skills like organization, time management and effective communication and effective communication.

Speaker 1:

It is important to acknowledge that every student's leadership journey will look different. Some might only take on small roles initially, and that's okay. The focus should be on progress, not perfection. Celebrate every step forward, no matter how small, to show students that their efforts are meaningful and impactful, and the growth that they experience in these settings will carry over into other areas of their lives, preparing them for greater independence and self-advocacy in the future.

Speaker 1:

So, to recap, there are many ways students can take part in their IEP meetings. They can provide input, they can attend some or all of the meeting, they can participate actively or they could even lead the meeting. Every student's involvement will look different, but the important thing is to meet them where they are and help them grow over time. If you are ready to start implementing student-led IEPs, I encourage you to check out the resources I mentioned today. You will find the links in the show notes and, as always, I'd love to hear your success stories or answer any questions you have. Feel free to reach out. Thanks for tuning in and don't forget to join me next week for the final episode in this series, where we explore practical strategies to transition students from participation to leadership in their IEP meetings. See you then.