For the first time in 20 years, the Massachusetts education department has updated its suite of resources around the individual education program, or IEP — starting with forms that invite more student input about their educational goals and plans.
"[Overhauling special education forms] is not something that any state takes lightly," said Pam Nourse, the executive director of the."It's not something that happens often and it only happens with a lot of thought and consideration."
Advocates and state educators say they appreciate that the new form prioritizes student “successes, strengths and skills” ahead of concerns. It regularly seeks out student and parent input for goals and accommodations. And it asks supplemental questions such as: Is the student at risk of bullying? "We’re really focusing on what questions do we want teams to think about in terms of providing services for dually identified students," he said.
The new format inspired Plympton Elementary teacher Meredith Lee to adjust the IEP process in meetings with families in Waltham. She takes phrases from the"strengths" section and writes them on a large sheet of paper she posts to the wall. That visual signpost — or"strength mapping" — throughout the IEP meeting reduces the intimidation factor for student and families, she said.
Over in Mashpee, Quashnet Elementary School psychologist Christine Brown said IEP meetings based on the new prompts have opened up more meaningful conversation with students and parents.
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