Within the school’s IEP team, there can sometimes be an unspoken “honor code” that influences how team members interact and the recommendations they make. Each IEP team comprises professionals who work closely with each other—often daily—including teachers, administrators, counselors, and support staff. As a result, a level of interdependence and shared understanding develops within the team, which can subtly shape the way they approach IEP meetings. Team members know they must cooperate to keep the school’s systems running smoothly, maintain budget constraints, and balance workloads. These dynamics can sometimes create a tendency to uphold the “status quo” in their recommendations and decisions​.

Additionally, team members are often aware that challenging each other’s input or pushing for additional resources could disrupt the working relationship they rely on. For instance, requesting additional accommodations for a student might require extra funding, specialized staff, or extra support hours, which could strain the school’s limited resources. Some members might hesitate to propose these changes for fear of affecting budgets or creating more work for their colleagues. In more challenging cases, staff members may feel pressured to adhere to the school administration’s preferences to avoid conflicts or protect their job security. These unwritten rules can sometimes make it difficult for parents to understand why the team may be reluctant to fully explore more intensive support or individualized solutions​.

​This “honor code” doesn’t mean that IEP team members are inherently unwilling to support students. Most educators are committed to their students' success and want to meet their needs. However, balancing their responsibilities with school limitations, administrative expectations, and team dynamics can make stepping outside of established norms challenging. For parents, recognizing these dynamics can be eye-opening; it underscores the importance of advocating effectively and asking questions. By being informed and assertive, parents can help encourage team members to look beyond these constraints and fully address their child’s unique needs.

This is why some parents feel it’s them against the entire school team. Let’s be honest—how often do you think a teacher or therapist will go out on a limb, risking conflict with colleagues and the administration, and ultimately their job, to advocate for exactly what your child needs? It’s rare, and here’s why: educators are under immense pressure to maintain school policies, budgets, and the routines they’re expected to uphold. This system makes it nearly impossible for any team member to speak out fully in support of a parent’s request if it doesn’t align with the school’s agenda.

That’s why The IEP Advantage course exists—because I’ve walked in your shoes, and I know how the system can sometimes take advantage of parents who aren’t fully prepared. After my own painful IEP journey, I created this course, where I realized how critical it was to go in knowledgeable and equipped. I built this resource for you so no IEP parent ever has to feel uninformed or powerless again. When parents come to the IEP table unprepared, the district holds all the cards. Let’s change that—make sure you’re ready to advocate for everything your child needs to succeed!