The Power is in the Questions
If you stop talking, they stop explaining. Use these questions to steer the meeting away from "generic updates" and toward specific accountability.
1. Questions About Evaluations & Data
When the school team throws numbers at you, it is time to dig deeper into the actual meaning behind the scores.
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"You mentioned a 'standard score' of 85. What is the percentile rank for that?"
Context: 85 sounds like a "B" grade, but it is often the 16th percentile. Make them say the low number to justify support.
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"Does this test measure his knowledge, or his speed? If we removed the time limit, how would the score change?"
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"Is this observation data from a structured setting (like a test) or an unstructured setting (like recess)?"
2. Questions About Goals
Vague goals lead to vague progress. Ensure every IEP goal is measurable and specific.
- "You used the word 'frequently.' Can we define that? Is that 3 times a day? 80% of opportunities?"
- "How exactly will this data be collected? Who is holding the clipboard?"
- "This goal looks the same as last year's goal. Why didn't he master it? Do we need to change the teaching method?"
- "What does this goal look like in the general education classroom?"
âš¡ The 2e "Power Pack"
Specifically for "Smart but Struggling" Kids:
- Intellectual Bottlenecks: "I see his reading comprehension is high, but his writing speed is low. How are we ensuring his intellect isn't bottled up by his inability to write fast?"
- The "B Grade" Trap: "You mentioned he is 'doing fine' because he gets B's. Is he making progress commensurate with his ability, or is he just coasting?"
- Advanced Content Access: "How can we support his executive function deficits without removing him from the advanced science class he loves?"
- Behavioral Origins: "Is this 'behavior' (e.g., refusing to work) actually a result of boredom because the work is too easy, or frustration because the writing is too hard?"
3. Questions About Accommodations
Accommodations only work if they are actually implemented. Ask these to ensure accountability.
- "Who is responsible for ensuring the substitute teacher knows about these accommodations?"
- "Does my child have to ask for this accommodation, or will it be provided proactively? He rarely advocates for himself when he is stressed."
- "Can we add a 'cool down' pass that he can use without verbal explanation?"
Roleplay the "Difficult" Principal
Use this prompt to sharpen your skills before the real meeting:
Print This List
Don't try to memorize these. Print them out and highlight the top 5 you need to ensure you don't lose your place during the meeting stress.