Using the “Snapshot” IEP in your next Parent-Teacher meeting

When I was a special educator in Maryland, we provided an IEP “Snapshot” to all of our general educators on each of our students that had an IEP in their classes.  We knew that the teachers would be overwhelmed when they saw the humongous IEPs flopped on their desks each September so we decided to simplify the form with a “snapshot” of the IEP.   But remember: the IEP is a written document that is a “contract” between parents, teachers and the school placement.   This does not replace the IEP!  It is just a great,simple way to let each teacher know about the student’s strengths and needs in the classroom.


Now that I have my own children with IEPs and advocating for other students, I not only use the “snapshot” for my own meetings but want to share them with you.  I even used it yesterday at a “Back-to-School” meeting with my daughter’s teachers in middle school.  One teacher commented  on how easy it was to follow the information and also stated “I wish all parents could be as prepared as this and have these.” So you  all shall…

This is my daughter’s from yesterday (formatted slightly different for the post and minus some confidential info.) so you can use as a template. You can see it is pretty simple in it’s form.  Always list all of the teachers,guidance counselors and even VP or principals that may want the information on your child at the top. Date it in the corner.  Go through the IEP and look at the areas of strengths and needs and compile a list of both to discuss at the meeting. Then break the IEP down into the areas of  specific goals (typically you will find your child has reading, writing, behavioral, social, OT, SL,Math, classroom modification, etc.goals).Then look at the actual SDI part or the specially designed instruction and write out “how” they will make those goals happen. You may also want to add at the end  if your child has any additional services such as OT, SL, PT,etc. and for what duration to inform the teaching staff.

Leave them with your contact information and always let them know you are there to help. Remember, this is a TEAM effort to help support your child!

Teachers:                                                                                                                                                                                                                                    9/6/11

Advisory Supp. MC,A









Guidance, K, R.

Snapshot  IEP-A D


Areas of Strength /Areas of Need

friendly/written expression skills

polite /fine motor skills

good cognitive development/ emotional/behavioral devpmt.

determined/ transitioning skills

creative /organizational skills

imaginative/ redirection to tasks-at-hand

seeks out knowledge/ functional handwriting skills

on-level reading, math, spelling/ social skills

Writing Goals in All Classes

-written work scribed w/ adult support prior to:



-word banks

-graphic organizers

-reinforce handwriting skills based on model/have edit in class or during resource

-provide teachers model of best handwriting to show expectation

-daily assignmt. book checked w/ support for writing to ensure complete

-use of assistive tech-alphasmart/computer for writing(in asst. tech eval)


-permitted to leave class 5 minutes early between classes

-difficulties with lockers due to fine motor issues(gym locker) may need assistance

Social Skills

-working on -initiating conversational interactions with peers

-reciprocal conversations on non-preferred topics

-picking-up and following social cues

-staying on topic in conversations

-interrupting teachers and peers appropriately at break in conversation

Emotional/Behavioral Goals in Classroom

-monitor sensory seeking behavior

-due to sensory triggers w/loud noises,provide forewarning w/ fire drills

Positive Beh. Support Plan

-verbal praise for expected behavior

-give visuals for expected behavior

-provide immediate, direct, and constructive feedback on her behavior

Accommodations/Modifications in Classrooms

-reduced and/or mod. work expect. -build ability to sustain attention to task-at-hand(i.e. reduced # of problems; complete work to dem. core concept undstng)

-oppty. to take tests in resource

-preferential seating to reduce distractions (discuss w/teacher where in each class would provide optimal learning situation)

-provide oppty. to work on hwk in resource since hwk is increase frustration

-adapted tests for all core classes to include but not limited to

-word banks


-graphic organizers

-reduced written assignments

-provide skeleton outlines to accommodate OT needs

-adult support for some core classes (see bottom note re:TSS)

-monitor for organization of binders and folders

Pulled -out for OT-52 sessions a year

Pulled-out for Social Skills Group-26 session a year

TSS will be working with her 10:30-1:00pm-setting-up



Home Contact Information

Michele Dzury              Stephen Dzury


(m)       (m)215.4xx.xxxx


Thank you for your support!

Michele and Stephen Dzury


So that was a basic template of the “Snapshot” IEP modified for the post.  Hope that you find it useful and a “snap” to create for each year to follow as your child’s needs change.  If you have any questions on how to implement it, please do not hesitate to contact me.

Best wishes for an awesome year,







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