IEP/SSG Meetings: What They Should Look Like (From Both Sides of the Table)

I’ve been in IEP and SSG meetings on both sides of the table.

As a teacher, I’ve seen them at their best.... a celebration of a student’s strengths, a genuine team effort where everyone leaves feeling hopeful and clear on the next steps.

As a parent, I’ve also seen the other side... meetings where student voice is missing, the conversation is rushed, and the plan doesn’t quite reflect the child sitting at the centre of it all.

It’s not that anyone wants to get it wrong. It’s that we don’t always have the right tools, training, or shared understanding of what a good meeting actually looks like.

The numbers tell a story

Last week I ran a poll on Instagram asking if your child’s voice was included in their IEP/SSG meeting. 67% said no.

That’s despite policy in Victoria clearly stating that student participation should be part of the process, even if they don’t attend in person. Why does that matter? Because student voice changes the conversation. It shifts us from “doing things for a student” to “working with them.” And when students have a say in their goals and adjustments, they’re more engaged, more motivated, and more likely to actually use those supports.

The reality gap

Over the years, I’ve seen the reasons this gap exists:

• Meetings squeezed between other commitments

• Educators with little training on inclusive planning

• Inconsistent expectations between schools and states

• Misunderstandings about what’s considered a “reasonable adjustment”

• The pressure to meet compliance checklists over collaboration

Most teachers want to do the right thing, but the system doesn’t always make it easy. Most parents come in wanting to work together, but they’ve often had to fight to get even the basics in place.

What a good meeting looks like

When an IEP or SSG meeting is done well, it feels collaborative, affirming, and action-oriented. Some common threads:

• A strengths-based start – naming what’s going well before talking about challenges

• Goals that matter to the student – not just curriculum boxes to tick

• Practical and affirming adjustments – meeting legal obligations while honouring the student’s individuality

• Student voice – in person, through pre-meeting input, or via AAC/visual tools

• Clear action items and follow-up dates – so everyone knows what’s next and who’s responsible

Why I created the Prep Packs

Because I’ve been in both roles, I understand the emotional investment of parents and the workload reality for teachers. That’s why I’ve designed two Prep Packs... one for parents and one for teachers, with some shared resources in the middle. They’re practical, printable, and based on both lived experience and the actual policies that guide these meetings.

Inside you’ll find:

• A plain-English guide to your rights under the Disability Discrimination Act and Disability Standards for Education

• A state-by-state comparison of meeting expectations and requirements

• An Inclusive Adjustments Menu full of affirming, practical ideas

• Student voice tools and templates for gathering input before or during meetings

• Prep checklists tailored to parents and teachers

Let’s make these meetings better

If you’re a parent, download the Parent Pack, fill it out before your next meeting, and take it with you.

If you’re a teacher, use the Teacher Pack to make sure you’re prepared, informed, and ready to collaborate.

If you’re a school leader, share these resources with your staff and families so everyone comes to the table with the same expectations.

Join me this Thursday on Instagram Live with @sarah.middleton.blg where we’ll be talking about what an affirming, inclusive IEP/SSG meeting should look like and how we can bridge the gap between policy and practice.

Download your free Prep Pack Thursday 7th August!

Because these meetings should always be about one thing: Celebrating and supporting the student at the centre of it all.