Building Stronger IEP Team Relationships Before Spring Meetings
By: Dr. Gabrielle Baker, President & Advocate
Spring IEP meetings often come with higher stakes. Annual reviews, reevaluations, service changes, and placement discussions tend to cluster in this season, which can make meetings feel tense or rushed. Building stronger relationships with the IEP team before spring meetings can make a meaningful difference in how productive those conversations are.
Strong relationships do not mean agreeing with everything the school proposes. They mean establishing trust, clear communication, and a shared understanding that everyone is working toward the same goal: supporting the student.
Why relationships matter in the IEP process
IEP decisions are made by teams, not individuals. When communication has already broken down, meetings are more likely to become defensive or procedural instead of student-centered. When relationships are stable, teams are more willing to collaborate, problem-solve, and respond proactively to concerns.
Positive working relationships can also reduce delays, minimize misunderstandings, and increase the likelihood that parent input is meaningfully considered.
Start communication early
Do not wait until the IEP meeting to raise concerns. If you know spring meetings are coming, begin documenting and communicating issues weeks in advance. Short, factual emails can be used to share observations, ask questions, or request data.
This creates a paper trail and gives the team time to reflect instead of reacting in the meeting itself.
Be clear and specific
Vague concerns are easy to dismiss. Specific concerns are harder to ignore. When communicating with the team, focus on observable patterns and impact.
For example, instead of saying your child is struggling, note that homework is taking two hours nightly with adult support, or that emotional dysregulation occurs after reading assignments three to four days per week.
Specific information helps teams prepare and signals that you are engaged and informed.
Acknowledge effort without minimizing concerns
It is appropriate to acknowledge what is working. Doing so does not weaken your position or suggest that everything is fine. Recognizing effort can lower defensiveness and open the door to more honest conversations about what still needs to change.
You can acknowledge effort while still clearly stating unmet needs, missed services, or lack of progress.
Ask for information, not just solutions
Before spring meetings, ask for progress monitoring data, service logs, and any draft documents that may be discussed. Reviewing information ahead of time allows you to ask better questions and keeps the meeting focused on data rather than opinions.
Requesting information in advance also reinforces your role as an equal team member and helps prevent surprises.
Keep the focus on the student
When conversations become difficult, bringing the discussion back to the student’s needs can reset the tone. Framing concerns around access, progress, and impact keeps the conversation aligned with IDEA requirements and educational outcomes.
Statements grounded in student need are harder to dismiss than emotional or generalized frustrations, even when those frustrations are valid.
Know when support is needed
Some relationships are strained despite best efforts. If communication consistently breaks down, deadlines are missed, or concerns are dismissed without data, additional support may be needed. An educational advocate can help facilitate communication, clarify rights, and keep discussions focused and productive.
Final thoughts
Building stronger IEP team relationships before spring meetings is about preparation, consistency, and clarity. When trust and communication are established ahead of time, spring meetings are more likely to result in thoughtful decisions rather than rushed compromises.
