The Unprecedented IEP Conversation

Improving the Way we Structure Learning Plans

Let’s face it, at this point in the world of education many questions, concerns and uncertainties linger in the minds of educators, parents and students. What does the future look like? Will school ever be the same again? Is education going about this the right way? The truth is…..we don’t know. Although, one idea is accurate – everyone is figuring it out together as we navigate this new dimension in learning.

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One specific area of concern and focus is with students with an Individualised Education Plan. This legal document not only binds together a programme for which a student with a learning disability receives, it contains all the important information regarding learning and goals for attainment. As educators are quickly adapting to the new norm, it is important to keep in mind the shift that IEP meetings are embracing and recreating.

For students with learning disabilities who learn and think differently, the process of reinventing is now. By reinventing, I mean taking the IEP and reshaping the thinking design behind it all. It is a new playing field, and whether they like it or not, a new design has to take place. This novel model is essentially figuring out “your best self” when it comes to learning. Whatever you call it, virtual, home learning, or the Zoom classroom, a different set of skills and processes are taking place.

Now, more than ever before, all of us need to think about strengths, skills and best fit for our students with an IEP. Although, most importantly, what does planning look like for the next school year? What should be some new thinking and ideas to consider when having an end of year conversation with teachers, students and parents?

Below are some creative and unique discussion points, ideas and prompting questions to make an IEP meeting more constructive and student-based when thinking about the future. Still keeping in mind the long term goals and individual limits, yet shaping the design to a more self-reflective approach.

1. Habit and Skill Building: What habits and skills did you develop, or could have developed, to best support you throughout the change in learning?

As teachers transition to this new world of learning, it is critical they take into consideration the importance of skill acquisition and development. It can be easy to dismiss this thinking due to the main focus of teaching and learning content. Although, if the rudiments for learning are not in place the harder it is to learn. This is especially important for children with learning disabilities who can benefit from developing habits that support their goals within their learning plan.

Create one column for habits and one for skills. Throughout the meeting, reference how these skills and habits can tie into attaining their goals within the IEP.

2. Take a Mental Trip to the Future: For the next school year, what would your plan for success look like? Take into consideration both home learning and in-school learning.

Provide students with an opportunity for future thinking. Specifically, what next year will look like from two points of view – home learning and in-school learning? This can be done by creating a list for both sides. Delve into conversation about how goals, accommodations and strategies within their IEP can best be utilised in mapping out the plan ahead. Review success stories and failures from this past year with students while allowing them to respond in how they capitalise on a success or improve a failure.

3. Create your two selves: When are you your most effective and least effective self?

Take some time to think about your self-control by identifying your “want self” and “should self.” This is an interesting and unique way of thinking; although, it is really effective. By talking with students about the kind of person they are when they “want” to do something versus when they “should” do something, is critical in recognising and controlling impulses. Open up dialogue about creating two selves. One person who controls the “want” aspect of their life, and the other person that controls the “should” aspect – and give them names. For example, I am Dan when I“want” to do something, and James when I “should” do something. James always wins when things need to get done and my mindset shifts to a more determined and focused way of thinking.

4. Build your Mission Control Center: Where is your ideal working station? What does it look like?

Identify a location where you thrive and control your ability to be successful. This is the place where your mission to get work done begins and ends. In between you can take breaks and breathers. In an IEP meeting, discussing this feature is important for allowing the students to describe what this area looks like, feels like and even sounds like. There could be a few different control centers depending on the subject or assignments.

5. Make an Individual and Visual Task Routine: Provide a drawing, sketch or outline of your task keeper.

The most significant part of success in life is planning. A plan is your guide, blueprint, compass and motivator. For many students with a learning disability this skill often lacks or does not get done with intention. By creating a task schedule that is visual and easily accessible the more inclined students will be in utilising it. During a meeting, offer an opportunity for students to explain their method for keeping tasks and assignments in order.

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DrDanielVollrath


Dr Daniel Vollrath, Ed.D.
Dr Daniel Vollrath, Ed.D. (@HabitsofMindInc) is a special education teacher at Hunterdon Central Regional High School in New Jersey, and a United States Professional Development Trainer for the Habits of Mind Institute. As a current educational leader within the classroom, Daniel’s best practices, strategies, goals, classroom culture and interactions with students with a learning disability are centered around the Habits of Mind.
For more information contact him at:
danvollrath44@gmail.com