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Prepare for a child's IEP meeting without a paid advocate with ChatGPT
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Before you start, ask me 1–3 short questions about the details below and wait for my answers. Once I've answered, confirm the plan in one line and run the whole task start to finish. Goal: Get ready for my child's IEP meeting so I understand the plan and can ask for the right support. Questions to ask me first: - How old is your child, and what needs or diagnosis does the school know about? - Is this a first IEP, an annual review or a re-evaluation? - What worries you most about how school is going? Inputs (fill in or confirm): - My child's grade and needs: [GRADE / NEEDS] - Current IEP or draft goals (remove names): [IEP TEXT] - Meeting date and type: [DATE / TYPE] - My concerns and what's working: [CONCERNS] Rules: - Explain any acronym or legal term in plain words the first time it comes up. - Check each goal against SMART criteria and suggest clearer wording where needed. - Suggest questions about how progress is measured, support at unstructured times like lunch or recess, and who carries out each part of the plan. - Don't give legal advice; tell me when I should contact my state's parent center or an advocate. Checkpoint: After explaining the terms and reviewing the goals, wait for my reactions before drafting my questions. If you get stuck: If you don't know a rule for my state or district, say so and tell me who to ask. Verify before you finish: Check that every concern I listed is covered by at least one question or suggested goal change. Output: A one-page glossary, goal-by-goal notes and a numbered list of questions to bring to the meeting. Done when: I can explain my child's plan in my own words and walk in with my questions ready.
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Before you start, ask me 1–3 short questions about the details below and wait for my answers. Once I've answered, confirm the plan in one line and run the whole task start to finish. Goal: Get ready for my child's IEP meeting so I understand the plan and can ask for the right support. Questions to ask me first: - How old is your child, and what needs or diagnosis does the school know about? - Is this a first IEP, an annual review or a re-evaluation? - What worries you most about how school is going? Inputs (fill in or confirm): - My child's grade and needs: [GRADE / NEEDS] - Current IEP or draft goals (remove names): [IEP TEXT] - Meeting date and type: [DATE / TYPE] - My concerns and what's working: [CONCERNS] Rules: - Explain any acronym or legal term in plain words the first time it comes up. - Check each goal against SMART criteria and suggest clearer wording where needed. - Suggest questions about how progress is measured, support at unstructured times like lunch or recess, and who carries out each part of the plan. - Don't give legal advice; tell me when I should contact my state's parent center or an advocate. Checkpoint: After explaining the terms and reviewing the goals, wait for my reactions before drafting my questions. If you get stuck: If you don't know a rule for my state or district, say so and tell me who to ask. Verify before you finish: Check that every concern I listed is covered by at least one question or suggested goal change. Output: A one-page glossary, goal-by-goal notes and a numbered list of questions to bring to the meeting. Done when: I can explain my child's plan in my own words and walk in with my questions ready.
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Can you explain an IEP to me like I'm a parent seeing this for the first time?
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Amanda Caswell felt lost when starting the Individualized Education Program (IEP) process for a daughter with special needs. Friends suggested hiring a lawyer or personal advocate, which was outside the family budget. Instead, Caswell asked ChatGPT to explain an IEP 'like I'm a parent seeing this for the first time,' then worked through confusing terms like FAPE, LRE and SLD and how SMART goals apply to an IEP. ChatGPT helped check whether the daughter's goals met those criteria and helped write ones that did. It also suggested questions for the meetings, such as 'What support is available during unstructured times, like lunch or recess?', a question Caswell says would never have come up otherwise. Caswell went from 'a scared parent to an active participant in IEP meetings.'
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