IEP Team meeting survey – full statistics


Of those for whom English is NOT the primary language of the home…

  • 0% receive all written materials and forms in the primary language
  • 34% were not told they were entitled to have an interpreter at no charge
  • 0% had an interpreter at their meeting
  • 0% paid for the interpreter themselves

Before the meeting:

Of those meetings where school evaluations or assessments were discussed …

  • 49% requested to see the results or summary before the meeting
  • 53% received the report or summary two or more days before the meeting

At the meeting:

Of those meetings where there were unexpected Team members …

  • 17% of the parents were informed that they could ask the unexpected participant to leave
  • 13% of the parents asked the person to leave, and they did not leave
Of those meetings where there were a Team member did not show up …

  • 17% had a proper substitute attend
  • 57% of the parents were asked at the start of the meeting to agree to excuse the person
  • 16% of the absent Team members submitted a written report for the Team to consider

During the meeting:

Of those meetings concerning a student 14 years old or older …

  • 76% of the students were formally invited to the meeting
  • 68% of the meetings discussed Transition
  • 42% discussed transition before goals and services
  • 48% discussed transition after goals and services
  • 12% discussed transition after placement
Of those students participating to some degree in the general education curriculum, or expected to …

  • 10% did not have a general ed teacher on the Team
  • 6% had a general ed teacher on the Team who did not know the student
No data

IEP Goals:

Services:

Related Services:

  • 87% did NOT discuss Related Services

Of those that did …

  • 6% had the related services turned down or the discussion put off because they are not available in the district or there must be a discussion with people outside the Team.

Additional Evaluations or Assessments

  • 17% of the school districts want additional testing

Of these,

  • 0% explained what they were testing for and how the tests are conducted

After school and extra curricular activities

Extended School Year – ESY

Of those Team meetings that discussed ESY …

  • 70% of Teams decided that the student needs ESY

Of these

  • 91% only offered a set period of time for ESY (“cookie-cutter”) and did not discuss other options

Placement:

Of those who had a Placement Team meeting …

  • 43% did not feel as if they were a Team member and part of the discussion
  • 94% feel the placement decision was pre-determined
  • 32% were given a Placement Form that was already filled in

As the meeting ended:

Random reasons I do not feel like a Team member from the individual surveys:

    • IN Needham we have never felt like an equal part of the team, There is an underlying concern of money and reducing services

    • The IEP is written is advance. we are not considered when planning for the meeting, it would be nice if parents/caregivers were given two or three dates and times for meetings.

    • They don't address my concerns it's adversarial

    • unprofessional behavior from start to finish, condescending, goals and placements pre-determined, enrollment ayed byb4 weeks, absence of scheduling IEP for 6 weeks following official enrollment, IEP does not neet minimum mass framewotks environment or minimal standards for grade level work, ADLs were inappropriate or unethical. BCBA who does not condult with child and had no data on child was asked to provide input on child. random data - without supportive data tracking was misised to misconstrue and push child diwn to lower level school with more re-inforcements despite absence of FBA and proof of what was / was not working. Child was not permitted in LRE under no data or basis. Proposal for 45 days was 6 months of lost time snd 6 weeks of no schooling with no adequate supports.

Random POSITIVE items from the individual surveys:

    • Very pleasant and hard working teachers

    • Professional and caring teachers, worked well with our Advocate, took their ability and responsibility to implement the IEP accommodations and goals seriously

    • His teacher aligned herself with us and made us feel less fearful

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Random NEGATIVE items from the individual surveys:

    • The meetings tend to go okay. The issue I’m having is getting paperwork (i.e. IEP to sign, consents for evals, dates/times for meetings, etc, once consent for evals are signed they need reminders to do the testing, MCAS accommodations, etc.) It feels like if I don’t think of it or initiate each step it will not get done!

    • Lack of truth. They say progress has been made but data proves otherwise. They say child doesn’t need particular teaching method but they don’t want to hire someone to do it. Hard to trust them.

    • TIME. never ever have enough time. Always rushed! Always need more time and don’t get it.

    • Parents should be given more time to speak, meetings are kept on a time limit.

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