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IEP Alignment from an Administrator’s Perspective with Dane Parcel

• Episode 283

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In today’s episode of Special Education for Beginners, we’re taking our October IEP Alignment Series one step further...this time through the lens of administration.

I’m joined by Dane Parcel, my current Special Education Director (and former co-teacher and colleague of many years), to talk about what true IEP alignment looks like from the director’s chair.

This episode is packed with real, practical insight on what makes an IEP truly strong, connected, and defensible — not just complete.

In this episode, we discuss:

✅ What “IEP alignment” really means from an administrator’s perspective
✅ What Dane the Director looks for in a strong Present Levels (PLAAFP) section
✅ His advice for writing clear, measurable IEP goals that actually make sense and keeps you from using so much brain power
✅ How to decide which services and accommodations belong — and which should be removed
✅ The difference between an IEP that is compliant vs. one that is meaningful
✅ Encouragement for teachers who are overwhelmed by the process

Whether you’re a brand-new special education teacher or a seasoned veteran, this conversation will give you clarity, validation, and a renewed sense of purpose around writing student-centered IEPs.

🎧 Listen to Episode 283 now — and get ready for our final episode next week, where I walk you through a complete case study of a connected IEP from start to finish.

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SPEAKER_00:

Hey there and welcome back to Special Education for Beginners. We are continuing our October series all about writing IEPs that are connected, meaningful, and easy to understand. In episode 280, we talked about the present levels or the blueprint for the entire IEP. In episode 281, we took those needs and built strong, measurable goals. And last week in episode 282, we connected those goals to the services and accommodations that support them. Today I wanted to look at that entire process through the lens of an administrator. So I have invited Dane Parcel, who is also my special education director, to join us. Dane is currently my boss, but before that, he was actually my colleague and co-teacher for many years. He is one of the most dedicated and student-centered educators I know, and I am so excited for you to hear his perspective today on IEP alignment from a director's standpoint. 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 Hofferberg, 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, 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. Well, hello, Dane. Welcome back to Special Education for Beginners. I feel like it's been, what, a whole 24 hours since I last saw you?

SPEAKER_01:

Right.

SPEAKER_00:

So you've been on the show before, way back on episode 19, talking about how to make the move from teacher to admin. And now, almost five years later, you are back as my special education director. And I honestly can't imagine working for anyone else. I always like to tease you that I wouldn't want your job for any money in the world because you deal with so much. You're just constantly putting out little fires every day, all day. And I know that someone is always needing something from you. So I appreciate so much that you took the time to chat with me off the clock to help reach special education teachers all over the country and talk about a topic that affects every single one of us, which is IEP alignment. So you and I attended a conference my first year as the instructional coach called Educational Benefit Review. Is that what it was called?

SPEAKER_01:

Yes.

SPEAKER_00:

Yes. And I wish that every teacher could experience that because it completely shifted the way that I looked at the IEP writing process. And ever since then, you and I have done some local trainings to try and be intentional about bringing that mindset shift back to our district and help our teachers try to understand what a truly aligned IEP looks like. So let's start there. From your administrative perspective, what does it mean for an IEP to be aligned? And why is that alignment so important for both compliance and student success?

SPEAKER_01:

Well, I believe that a word alignment basically means bringing all the various components of the IEP together. You've got the goals, you've got any services you're providing students, accommodations, um, any assessment methods you're going to use to kind of um progress monitor the students, and it just connects them and helps them design and work together in a way that addresses those needs of the student. Um alignment really just makes sure that every part of the IP is linked to the students' educational progress that we hopefully get by having that specialized instruction with them.

SPEAKER_00:

Yeah, that's very well said. Well, I think that sometimes that gets lost on teachers because what I find as a coach is that teachers do usually include all of the required parts. They have the goals, they have the services, they have the accommodations, but they seem to be writing them in isolation. They go through the motions of checking the boxes and making sure that they have all the parts, but they don't make sure that each part truly connects back to the other parts. And that's exactly what I've been unpacking over the last three episodes, that the present levels aren't just the first section of the IEP, but they are the blueprint of the IEP. And that's where we should start. If that blueprint isn't clear, current, and usable, then everything that comes after it is pretty disconnected. Do you see that when you're reviewing IEPs?

SPEAKER_01:

Very much so. There is there is a big disconnect when that present level is not fully developed.

SPEAKER_00:

So let's go there. You and I both know that the present levels should be the driving force of the IEP. So what do you expect to see in those present level sections when you're reviewing those IEPs?

SPEAKER_01:

Well, one of the things that I like to see most, and really for any teacher to speak about thirst more than anything is the strengths of the student. A lot of times the IEP becomes the needs and the negatives that the student is is dealing with, and we forget about the strengths of the student. And so I want to make sure that the present levels has that within them so that any individual will know what what that student does well. Um, I like to encourage my staff to build a present levels that would pass a stranger test. And if that IEP, although we don't want them to necessarily move to a another school district or another teacher, we we want them that teacher to be aware of that student beforehand. Um so along with the strengths of the student, I think it's important to then build off of the needs of the of the student and use those needs to help create goals that are aligned to those needs. Um within the IEP and the present levels, I like to see lots of data. Um, I feel like it's important that we include a variety from the national level, um, such as like Fastbridge to the district level and even local levels. If we have anything specific for your district, I think that's important to include the variety to see their overall picture. Um, and then using that data to help identify those needs as well as the goals for the student. And then finally, I think it's important to have the impact statement within your present levels so that staff as well as others know what really is the the reason that maybe that student isn't successful in the classroom is why is that disability impacting them?

SPEAKER_00:

Yeah. So what I hear you saying is one sentence statements on current performance isn't going to cut it.

SPEAKER_01:

It should not mean one sentence.

SPEAKER_00:

Right. Even the strengths. I feel like we we need to dig deeper and get more strengths for our kids because they do they do have a lot of things that they know how to do.

SPEAKER_01:

Right. And I think we don't um we don't take the time to always share that with the the parents. I I've been in several meetings where I have told the parents, like, this aside, your child is a great kid. And sometimes that's more important than than the academic side is being a good person.

SPEAKER_00:

Yeah, that's right. So clear specific data from multiple sources, strengths, impact, needs sounds exactly what should be in a good IEP. So that leads us right into the next logical step, which is once those needs are clearly identified in the PAP, teachers often tell me that they freeze when it's time to write that goal. And it really shouldn't be that hard. I think your needs should just naturally lead you to what that goal should be. So, what advice do you give to teachers who struggle to write those clear, measurable goals?

SPEAKER_01:

I think it's important to realize that the goals are not necessarily meant to be difficult for you. Um, there are lots of resources out there, and I think it's okay for you not to have to struggle. Like check out all the resources online. Um, our district, we have incorporated goal book, which has really helped a lot of our teachers understand the main components of the goal. Uh, and I also know that there's teachers out there that just do searches. Here in this time of um IEPs, we are connected with AI in some aspects. And so even that, just a simple question to Chat GBT or whatever AI device you use would bring you a goal that you can start and build off of. Um, but if you want to take it on your on yourself and tackle it your yourself, then I think it would be wise to have a sentence frame that you start off slow and you fill in the blanks uh and you keep the goal format the same from student to student if you really are struggling with that.

SPEAKER_00:

Yeah, exactly. Teachers don't have to just pull something out of their head. There's so many tools at your disposal. And I'm the first to tell you that I use AI on the daily and I I use it to write goals and I will give the AI those sentence stems. Here are some needs, here are some strengths, here's some data. Tell me what where that goal should be. I don't use any names, I just give it that information and it gives me some really good ideas to get started on where to write that goal. I sometimes will write a goal and my teachers will say, How did you come up with that so fast? And so I want to take the credit for it, but I I don't. I teach them how to do that too.

SPEAKER_01:

Right.

SPEAKER_00:

So we've talked this month about how the services and the accommodation should connect directly back to the PLAF and the goals. So, what do you want teachers to consider when deciding those?

SPEAKER_01:

Well, I think they need to, of course, consider the student needs and you need to make sure that they are connected to the present levels. Those present levels guide the rest of that IEP. So within that section, that would help you identify what accommodations and modifications you're going to need for them to be successful. And ultimately, we want them to be able to access the curriculum that's in their classroom and progress within it. And it would be great if they eventually become the type of student that's doing that independently.

SPEAKER_00:

So you don't recommend just copying and pasting accommodations and modifications from one year to the next.

SPEAKER_01:

It's definitely not best practice. I think you need to evaluate uh year by year. I know some accommodations and modifications are going to be similar and stay the same, but you need to adjust as they get older or as they um start struggling if that's the case. And you need to make sure that their needs are considered.

SPEAKER_00:

And that brings up something really important. I know that from being on the back end, that there is a difference between compliance and meaningful content. And a lot of IEPs that are turned in are compliant, like we said earlier, and that they check all the boxes. So, how would you coach teachers to go beyond checking the boxes and instead write their IEPs that are truly individualized and interconnected?

SPEAKER_01:

Well, I would probably suggest a couple of different things. The first one is the teachers need to figure out what system works best for them. Obviously, writing an IEP is not going to be a quick thing. And so they need to figure out what allows them to make the best product because ultimately we don't necessarily want the IUP to be written the day before. Because are we really making that best product if we are pushing and making things fast? Um, one of the things I do think would help teachers is to get to know the student. Because if you truly do know the student, you know the strengths, you know the needs. And those things that are within the IUP just seem to flow a lot easier. And it it just makes it a lot um smoother and more efficient for the student.

SPEAKER_00:

So that's really good advice. And I know that there are teachers listening right now who are nodding along, but still maybe feeling very overwhelmed because this job, while it can be very rewarding at times, is also one of the hardest jobs that there is, in my opinion. You're juggling legal timelines, student needs, parent expectations, general education, collaboration times, data collection, behaviors, all while trying to still teach students and stay human in the process. So let's end with a little bit of encouragement for our teachers. What is one piece of advice that you would give to a new or even a veteran teacher who is struggling, who is feeling really overwhelmed by this IEP writing process?

SPEAKER_01:

Well, if you're only going to give me one, definitely say that you need to take care of yourself. Um, that may mean you need to take breaks as you write IEPs and break them down into smaller chunks. It may mean you have to dedicate specific times where you are writing IEPs and specific times where you don't write IEPs and you just have your time. Um but ultimately you have to figure out the best system for yourself so that you can take care of the students. Because if you aren't taking care of yourself, you're not going to be good for the students.

SPEAKER_00:

Yeah, that's really good advice. Well, Dane, thank you so much for being here and for taking the time to share your perspective. I know how insanely busy your days are, but I also know how passionate you are about helping others learn. And I truly appreciate you pouring into the teachers in our district as well as those who listen to this show.

SPEAKER_01:

Sure, no problem. I'm gonna go take um prioritize myself care and watch little TV.

SPEAKER_00:

Little TV. That sounds nice. Next week is our final episode in the series, and it is going to be a case study. I'm going to walk you step by step through what a fully connected IEP actually looks like, starting with those present levels and then building all the way through goals, services, accommodations, just basically everything. So you can see alignment in action from start to finish. So, Dane, thank you again for being here, and I'll see you soon.