Ms. Kelly, a new first-grade teacher, has a meeting in the morning with Jamie’s family to discuss concerns about Jamie’s progress in school. Ms. Kelly believes Jamie may have a learning disability and would like to refer her for evaluation by the school psychologist. How can Ms. Kelly prepare for this meeting and the family’s possible reaction to her plan?
What will be an ideal response?
Have documentation regarding Jamie’s progress (e.g., test scores, examples of her work, teacher’s anecdotal notes, etc.).
Be sure to have secured a room where the conference will not be disturbed.
Be sure to have a translator scheduled if one is needed.
Have all paperwork completed with copies for the family and school records.
Plan to share concerns openly and honestly with the family in clear terms (avoid jargon).
Describe Jamie’s strengths before delving into her problems.
Ask the principal or other teachers who have also observed Jamie to join the meeting, but let the family know first who will be attending the meeting.
Discuss with more experienced teachers or special educators how to prepare for the meeting and what to expect.
Be sure to ask Jamie’s family members to share their insights about Jamie and their concerns throughout the meeting; plan open-ended questions to be sure to get the family’s input.
Be prepared to listen actively and postpone referral plans at the family’s request if more time is needed to observe and discuss Jamie’s progress.
Be prepared for any number of reactions from the family, including anger, disbelief, and defensiveness. Try not to take anything personally; realize the news may be frightening for Jamie’s family.
Know the special education process and be ready to provide the members of Jamie’s family with the next steps in the process so they know what to expect. Provide them with school district policies or procedures in writing if possible.
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