Collaborative Conversation Guide

Sentence starters

• Let us start with what is working for this student.
• The data we already have shows...
• That sounds like a benefit. Let us examine whether it is a need.
• What would we expect to see if this support were working?
• I can see how much you care about this.
• Can you share more about what has been challenging?
• What would success look like to you?
• What I am hearing is... Is that correct?

Talking points

The same decision lands differently depending on how it is explained. Ground every one in the student's documented need, not in staffing capacity or scheduling constraints. A data point worth knowing: students with disabilities who spend more time in general education show stronger achievement in reading and math. Keep that in your back pocket for the conversations below.

Cosier et al., 2013

• When a student stays in general education

  "The data shows [name] is accessing the curriculum and making progress with the supports we have in place. That is exactly what general education is built to do. We will keep monitoring, and if that changes, we act."

• When the team suspects a disability

  "We have tried and documented several supports. [Name] still cannot access the curriculum the way we would expect. Because we suspect a disability may be the barrier, we have an obligation to assess. That is Child Find, and it protects your child."

• When explaining placement

  "We start every placement in general education and only move as far as [name]'s documented needs require. Our goal is always the least restrictive setting where those needs can be met, and to move back toward general education as [name] is ready."

• When a family wants more than the data supports

  "I hear how much you want the very best for [name], and so do we. The law asks us to provide what [name] needs to access their education, delivered in the least restrictive setting. Let me show you what the data tells us that is."

When the team disagrees

Stay student-centered

The child and the data stay in the middle of the table, not the adults' positions and opinions.

Respect roles

Assessment questions belong to the school's evaluation experts. Honoring that expertise is part of the process, not a concession.

Use neutral language

Talk about the plan, the data, and the decision rather than about any one person. That keeps the conversation focused on what is best for the student, not on anyone's position.

Pause if needed

A short break gives everyone room to reset before the conversation continues.

Document, do not relitigate

Name the disagreement against the two-part test, record it, and set a review date with a contingency plan.

Hold the line on evidence

As the credentialed professional in the room, and a steward of federal, state, local, and district policy, part of the case manager's job is to bring the conversation back to the law and the documented data when it drifts. Emotions, past experiences, and personal history with special education, including not being identified, being over-identified, or a hard experience as a family member or advocate, can shape any team member's view of what a student needs, including the professional's own. Naming that possibility without judgment keeps the decision about this student's evidence, not anyone's story.