February 2026:
The MLO Minute: “Tips for a Collaborative IEP Meeting”
By Heather Hulse, JD, MA, MS, Senior Partner Scranton Office, Lead Attorney for Western PA —
Meetings to discuss the development of or revisions to a student’s Individualized Education Program (“IEP”) can be stressful for parents and guardians. They are often provided with extensive information concerning their child’s educational needs and progress that can be overwhelming and difficult to fully understand. They are also put into what can be an intimidating environment with school professionals who are trained to understand the information being provided that they have not been professionally trained to comprehend. Moreover, the information being provided is related to their child, with whom they are emotionally invested.
Before the meeting begins, it is important for parents and guardians to understand who will be present at the IEP meeting and that parental consideration should be given regarding the student’s presence. While it is not uncommon for school districts and charter schools to assume that students who are of transitional age (fourteen years and older in Pennsylvania) must legally be present at the IEP meeting, this is not accurate. It is accurate that students of transitional age must be invited to attend the IEP meeting, but it is not always appropriate. The Individuals with Disabilities Education Act (“IDEA”) provides that students should participate in IEP meetings when it is appropriate. Since it is the parent or guardian that possesses the student’s educational rights pursuant to the IDEA until the student has graduated from high school or aged out of eligibility, the parent or guardian should make the determination of when it is appropriate for the student to attend. It may be appropriate before the student has reached transitional age. On the other hand, it may not be appropriate even after the student has reached transitional age. Furthermore, even when it is appropriate for the student to attend an IEP meeting, it may not be appropriate for the student to attend the entire meeting. The determination of whether the student will be attending the IEP meeting should be discussed with the parent or guardian in advance of the meeting.
Another simple tip for a collaborative IEP meeting is regarding introductions of the IEP team members participating. In the overwhelming majority of IEP meetings that I attend, it is common practice for the school district or charter school team members to introduce themselves first. In these situations, parents or guardians are the very last team members given the opportunity to introduce themselves. It may seem trivial, but in meetings where parents and guardians are given the opportunity to present themselves first, the initial meeting atmosphere sets the stage for a more collaborative meeting that recognizes the importance of the parent or guardian IEP team member.
As IEP meetings are often anxiety provoking for parents and guardians, being placed on the spot for their input into the IEP is not the most collaborative approach. It would make the most sense for school districts or charter schools to reach out to parents or guardians some time in advance to ask for their input regarding any concerns they may have regarding their child’s IEP. This provides them with the time they may need to reflect on this and formulate their thoughts so that they may provide the most helpful and comprehensive information. If the opportunity to provide parental input was not obtained in advance of the IEP meeting, parents and guardians can request that they provide this information in writing after the meeting, allowing the parent or guardian to gather their thoughts and provide a comprehensive perspective of their input and concerns, if any.
Finally, it is important for school district and charter school professionals to be cognizant of the fact that much of the information that is reviewed and discussed during an IEP meeting can be overwhelming and confusing to many parents and guardians. Any test results or IEP progress monitoring should be carefully and comprehensively explained to parents and guardians. It is not uncommon for school district and charter school staff to complete a cursory review of the information that may be easy for them to understand, without consideration that the parent or guardian typically does not have the extensive background knowledge possessed by school professionals. It may be uncomfortable for parents or guardians to express their lack of understanding. Ensuring that the information is provided in a very explicit and comprehensive fashion helps parents and guardians have a complete understanding of their child’s IEP, leading to a more collaborative IEP meeting.
If you have any questions or concerns about your child’s educational needs not being met, please feel free to contact our office. Our initial consultation is free, and these matters are often handled on a contingency basis without hourly fees charged to families.
