Using AI to Communicate with Schools

Many parents are now using ChatGPT or other artificial intelligence tools to help communicate with their child’s school, especially during disciplinary situations or disagreements about special education services. While AI can be a useful tool, there are also important limitations parents should consider before relying on it too heavily.

One benefit of using AI is that it can help parents organize their thoughts and communicate more clearly. Parents are often writing emails when they are frustrated, overwhelmed or emotional. AI can help turn those thoughts into a more professional-sounding message. This can feel particularly helpful when communicating about suspensions, behavioral incidents, evaluation requests, IEP disagreements or concerns about implementation of services.

However, one issue is that AI-generated communication can sometimes sound overly formal, generic or even adversarial. It can also take an email that a parent would be able to write in a couple paragraphs and turn it into an unnecessarily long missive. School relationships are important, particularly when parents and educators will continue working together over a long period of time. An email that sounds excessively legalistic or confrontational may increase tension instead of helping resolve the issue.

AI can also help parents understand terminology and procedures that may be unfamiliar. Parents may use it to better understand timelines, procedural safeguards, evaluation processes or discipline protections for students with disabilities. In some situations, this can help parents feel more prepared for meetings or conversations with school staff.

However, there are also significant drawbacks to relying on AI in these situations. One concern is that AI may provide inaccurate or overly broad legal information. Special education laws, regulations and disciplinary procedures can vary depending on the state, the facts of the situation and the specific disability involved. Parents should be cautious about treating information generated by AI as legal advice or assuming that a suggested strategy is appropriate for their child’s case. Often AI tends to lean towards ‘your side’ of the situation, so parents can easily get the impression that they have a much stronger case than a lawyer might advise them they do.

Parents should also remember that AI does not know their child. It cannot assess credibility, interpret school culture or understand the history of the relationship between the family and the district. A response that looks strong on paper may not actually be the most effective approach in practice because often there are statements that are partially true or the severity of the situation is exaggerated. Some AI models are very good at using the writing style of a typical lawyer, but when a parent is communicating with their school, they do not need to sound like a lawyer to be successful.

For many families, the best use of AI is as a drafting and organizational tool rather than a replacement for professional guidance or personal judgment. It can help parents prepare questions, summarize concerns or edit communications for clarity. However, parents should still carefully review anything generated by AI and consider whether it accurately reflects both the facts and the tone they want to convey.

Eligibility Meeting

What Is an Eligibility Meeting?

If your child is struggling in school, you may have heard the term “eligibility meeting.” This is a key step in the special education process in Massachusetts, but for many families, it is not always clear what actually happens at this meeting or why it matters.

The Purpose of an Eligibility Meeting

An eligibility meeting is held after a student has been evaluated by the school district. The purpose of the meeting is to decide whether the student qualifies for special education services.

It is not a planning meeting yet. The team is not deciding what services your child will receive. Instead, the team is answering a threshold question: Does this student meet the legal criteria for special education?

Sometimes, if the team decides that your child does meet the criteria for an IEP, the team will begin planning your child’s IEP during this meeting.

Who Attends the Meeting?

The eligibility meeting is conducted by the student’s IEP Team. This typically includes:

• Parents or guardians

• A general education teacher

• A special education teacher or provider

• A school district representative

• Individuals who conducted the evaluations (such as a psychologist, speech therapist, or other specialists)

Parents are equal members of the team, and their input is an important part of the process. Parents also have a right to bring someone with them, usually an advocate or an attorney, to help them in this process.

What Happens at the Meeting?

The meeting generally follows three main steps:

1. Review of Evaluation Results

The team reviews all of the assessments that were completed. This may include:

• Academic testing

• Psychological evaluations

• Speech and language assessments

• Occupational therapy evaluations

• Classroom observations

Each evaluator explains their findings in plain terms. This is your opportunity to ask questions if anything is unclear.

2. Determining Disability

The team then decides whether the student has a disability recognized under special education law. Examples include:

• Specific learning disability

• Autism

• Communication impairment

• Emotional impairment

A diagnosis alone does not automatically qualify a student for services.

3. Determining Need for Special Education

Even if a student has a disability, the team must also decide whether the student needs specialized instruction or related services to make effective progress in school.

This is often the most important and most contested part of the discussion.

To be found eligible, the team must agree that:

• The student has a disability, and

• The disability affects the student’s ability to make effective progress, and

• The student requires specially designed instruction or related services

If all three criteria are met, the student is found eligible.

What Happens After the Decision?

• If the student is found eligible:
  The team will either immediately begin developing an Individualized Education Program (IEP) or schedule a follow-up meeting to do so.

• If the student is not found eligible:
  The school may still propose other supports, such as accommodations under a Section 504 Plan or general education interventions.

Parents have the right to disagree with the decision in general and with specific evaluation results provided, and can request an independent educational evaluation or pursue other dispute resolution options.

Why This Meeting Matters

The eligibility determination is the gateway to special education services. If a student is not found eligible, they will not receive an IEP.

Because of that, it is important for families to:

• Review evaluation reports in advance if possible

• Ask questions during the meeting

• Share observations from home

• Speak up if they disagree with the school’s conclusions

An eligibility meeting can feel technical, but at its core, it is about understanding your child’s needs and whether they require specialized support to succeed in school.

Approaching the meeting with a clear understanding of the process can make it easier to participate confidently and advocate effectively for your child.

If you have questions about an upcoming eligibility meeting or disagree with a school’s determination, consulting with an attorney or advocate experienced in Massachusetts special education law can help you understand your options.

Initial Evaluations

The school may recommend, or you may request, for your child to be evaluated to see if they are eligible for any special education services. If you are requesting an initial evaluation for your child, you should do so in writing. The school will then send you a consent form listing the evaluations your child will have within 5 days of receiving your written request. Once the school receives your consent to begin the evaluation process, they must provide or arrange for the evaluations within 30 school days and arrange for a Team meeting within 45 days.

There are several assessments that are required for the school to complete. These include assessments in all areas related to the suspected disability and an educational assessment, which includes a history of your child’s progress in the general curriculum, attention skills, participation, communication, memory, social relationships and educational and developmental potential.

As the parent requesting the initial evaluation, you can request other assessments that are relevant to your child’s situation. These can include health assessments, psychological assessments or a home assessment. However, home assessments often require the assessor to visit your home and spend time observing your family. These are generally not necessary to conduct in the context of an initial evaluation and you should carefully consider whether a different type of evaluation can provide similar information.

Any summaries of assessments or evaluations should be sent to you at least 2 days before the Team meeting. The Team meeting is to review the evaluation data and determine if your child is eligible for special education services. If your child is found eligible, the Team needs to develop an IEP an propose a placement. If your child is not found eligible, the school must send you a notice of ineligibility.