The anatomy of an IEP meeting
This is our third meeting since January, and I hope last until next year. So much work and preparation goes into these meetings. First, there is the follow up and the pre-meetings/e-mails and phone calls. Meeting with the close professionals and teachers before the meeting to get feedback and ideas, and gathering information. Then , There is getting all the paperwork together and our ideas of what we want covered in a bullet point format. Then, there is finding someone to watch Lucas for 2-3 hours of their morning (Thank god for neighbors!) Phew, that part is done, but the meeting hasn't started yet. We walk into the school and the secretary greets us and kindly tells us what room we will be in. Room 11. It smells like Tempra paint in fact I think the whole school smells like it. There are a few people sitting around a small (kids table ) in cold metal chairs. It is cold in the room. Some more people join in. Ten to Twelve professionals fill the room around the tiny table. We're offered coffee. I take out my papers and look them over. We make some small talk with the principal and regular ed teacher. We're waiting for one more person to get started, but we begin anyway. The facilitator of the meeting is a kind man, we are grateful for his professionalism and all that he brings to the table. I am thankful for all those who believe in Bre and want to see her succeed. We talk for about 15 mins about some data that is nicely charted out in a beautiful drawing with some colored pencils. I ask what information we can get from this, then give my answer, but I am pushed aside. We then begin going over reports/observations and recommendations. I have things to say, but I never feel like it is the right time to say them. Sometimes I do speak up. My stomach knots up, because it feels like there is too much to talk about to go too far into any one detail. It is a little overwhelming, but I don't show it. A new plan and goals are written, but it is unclear what they will really be until they are seen in writing. A new data and communication sheet is formed. Consult time is changed, expectations are laid out. The meeting ends, taking too long and leaving some things out. I never feel like it is finished. I'm aware of how I'm no longer emotional about how they dissect and label my child, and I wonder if that is right, maybe I should be more emotional about it. I guess after a while you just get over it, but I wonder at what point in her life that happened. We see Bre going to gym class and say "hi" as we walk out, then we get a smile from the regular ed teacher (LOVE her and her positive attitude!). I was so thankful for her in the meeting when she said, " I don't expect my other kids to be perfect, why do we expect Bre to be?" There are many other students coming and going. We walk to the car and our heads start spinning about the next e-mails and phone calls that need to be made. Josh is pretty hung up about and can't get past the graphs, Maybe it's funny to see a person in a graph. I wonder what my graph would look like? I know it's necessary, but still hard. Wow, I didn't even give that a second thought during the meeting. He didn't say a lot at the meeting. I wish he would have said more. He then makes his own graphs playing on his computer when we get home and I call my brother. Then the PT calls and I have to beep over to the other line. She has an issue with shoes. I call someone else and make yet another appointment. Another layer. I make a pile of documents to scan onto the computer. I try to focus on the rest of my day but have a hard time focusing my attention on anything else other than what just happened that morning. What should have been said and what still needs to be said? I finally let it go and go outside and play water guns with Lucas, he has been ignored long enough. We talk about it more at night after the kids go to bed, the stuff we feel was unsaid. We decide to let it go until the next problem arises, or until we have to remind them to follow through. Then the cycle begins again.