As a parent, your first (or 10th) IEP meeting can be a daunting - - PDF document

As a parent, your first (or 10th) IEP meeting can be a daunting experience. Walking into a room full

• f “experts” can feel overwhelming. In anticipation of that, and keeping in mind that you know

your child best, we offer these tips for parents of public school children for… What to Expect at an IEP Meeting Before the Meeting: Ed Educate e Yourself: self: As a parent, it is important to know your child’s educational rights. Your child’s school district is required to provide you with a written copy of these rights. Websites like wrightslaw.com is also an excellent resource. Because districts sometimes offer 504 Plans in lieu of an IEP, it’s also helpful to know the difference between an IEP and a 504 plan. In a nutshell: A 5 A 504 pl plan an is is not not Spe Special E cial Education.

• ducation. Section 504 of the Rehabilitation Act of 1973 “prevents

discrimination” based on a disability. Based on this law, schools are required to provide accommodations within the general education setting to ensure that all students have access to the

• curriculum. Issues that can necessitate a 504 plan range from a peanut allergy or other medical

condition, to attentional problems, emotional issues, or learning issues. The 504 plan is essentially a list of accommodations that the child needs within the classroom, on the playground or on school grounds in general. An I An IEP is P is Spe Special cial E Education.

• ducation. To qualify for an IEP (Individualized Education Plan), students

must have a disability that falls into one of 13 special education categories. An IEP provides for specially designed instruction to meet the student’s needs in the “Least Restrictive Environment” (LRE) in order to provide a “Free Appropriate Public Education” (FAPE). An IEP should spell out in detail the student’s Individualized needs, measurable goals and objectives, and what resources are needed to meet those goals. Ex Exten end In Invi vitations: s: If there are adults who know your child’s educational or emotional needs, consider inviting them to the IEP meeting to provide information and contribute to the development of the IEP. This could include a therapist, a tutor or a private evaluator or even a family friend. Parents are entitled to bring anyone with them to an IEP meeting, provided they give notice to the district in advance. Sh Share are Information: Information: Many school districts provide parents with a copy of the district’s psychoeducational evaluation report in advance of the meeting. Some also provide a draft copy of the Individualized Education Plan. Review these documents carefully. If there is incorrect or missing information in either document, contact the appropriate team member in advance so that they can make corrections before the meeting. Provide copies to anyone else who will be attending the meeting with you (e.g. an advocate, a private evaluator, your child’s therapist). It will also be helpful for you to provide the school district with copies of any recent private provider (e.g. speech, OT, etc.) progress reports or psychoeducational evaluations in advance of the meeting. Rebecca MurrayMetzger, PsyD Licensed Psychologist, PSY20929 Kathleen Bello Shepherd, MS CA Credentialed Educational Specialist 31 Caselli Ave, SF, CA 94114 www.sfmindmatters.com

Pre Prepare pare Your Th Your Though

• ughts

ts: It’s helpful for parents to have ideas for the IEP prepared in advance. As you review the IEP documents, write down a list of questions that you want to ask at the meeting. Consider the ways in which you believe the school can help your child. Generate a list of areas of need, goals that you would like your child to achieve in the next year, and accommodations and supports that you believe are necessary for your child to succeed at school. It’s often helpful to ask any private providers who work with your child for suggestions. And remember that the IEP team will also want to hear about your child’s strengths. Be prepared to share all that makes him or her unique! Meeting Participants and Etiquette Pol Polite ite Pe Pers rsis iste tence nce goe goes a l a long way!

• ng way! Remember no one knows your child as well as you do. Parents

are the experts at keeping “the big picture” in mind. Do not be afraid to voice your thoughts and

• pinions. Be politely persistent in advocating for the best interests and individual needs of your
• child. If you feel it will help, bring along a photo of your child and place it on the table to remind

everyone of the central goal: doing what is best for your child. Bringing baked goods, coffee or

• ther treats to an IEP meeting is another surprise gesture of goodwill that can help set a positive

tone, and is also very practical. IEP meetings can last for one or more hours, and keeping the team nourished and hydrated can help keep the conversation moving. Wh Who wil

• will be

be th there re: In addition to parents and anyone you’ve elected to bring, you can expect your child’s teacher, a district representative (e.g. the principal, vice principal, or an administrator from the district’s special education department), and any district employee who participated in the district’s evaluation of your child (e.g. school psychologist, Resource (RSP) teacher, etc.). At minimum, at any IEP meeting, there must be present the Parent, at least one General Education Teacher, a Special Education Teacher, and a District Representative (authorized to allocate funds). Also, depending on the child’s age and maturity, the Student may be invited to attend all or part of the meeting. To To Tape Tape or r No Not to Tape Tape? Both parents and school districts have the right to audiotape an IEP

• meeting. An audio-recording can be helpful to review later, particularly if any questions arise as to

what the team agreed upon or what data was provided. Parents must give at least 24 hours written notice to the district that they intend to tape the meeting. This allows districts adequate time to prepare their own recording device. Notification by email is usually sufficient, but district policy can vary. Compone Components nts of th

• f the Me

Meeting: ting: Typically, the team leader (often the RSP teacher) will review the agenda for the meeting. The agenda often follows the flow of an IEP document, but not always. If there is a section that might generate controversy, the team leader may opt to save it for the end of the meeting. In general the meeting will cover the following:

• Review of prior testing results – including the district’s and any private assessments
• Eligibility — usually discussed at just the initial and triennial meetings
• Areas of Need
• Goals and Objectives — These are the heart and soul of the IEP. Although the district may

have drafted suggestions in advance of the meeting, legally and in best practice, the entire team needs to be involved in finalizing these goals.

• Setting/Service Providers — Only once all Goals and Objectives are spelled out should the team

discuss who will implement them and where. Education law stipulates that placement be in the “Least Restrictive Environment” in which the goals and objectives can appropriately be met. Do not let anyone jump to placement before you are satisfied with the goals and objectives!

After The Meeting Signature Signatures: You can take the IEP home with you to review before signing. Remember, an IEP is a legally binding contract. Taking time to reread the IEP and be sure that all components are present is often a wise choice. It is important that everyone feel that the final IEP is going to be an effective tool to help your child to have a successful year! Ex Excep eptions: s: If you disagree with any part of the IEP, you have the right to request a follow up meeting to discuss additions and changes before signing the IEP. You can also opt to sign the IEP “with exception.” That is, you sign but attach a letter detailing the aspects of the IEP that you disagree with and/or the areas of needs, goals and/or services that might be missing. Follow Follow-Up Up: The School District is obligated to follow the IEP and provide all services noted. If you are concerned that the IEP is not being implemented as agreed upon, contact your child’s case

• manager. Although an IEP review meeting must occur at least once a year, you can request another

meeting at any time to review the IEP and how it is being implemented. Some Final Thoughts As parents we understand how difficult and emotional this process can be. Remember that everyone should have the best interests of your child in mind. Try to maintain that perspective and your positive persistence while advocating for your child. If you have concerns or questions about your child’s educational progress, we are here to help. Please, feel free to contact us by phone or through our website. Rebecca MurrayMetzger, PsyD Licensed Psychologist, PSY20929 415-598-8378 Kathleen Bello Shepherd, MS CA Credentialed Educational Specialist 415-722-0908

www.sfmindmatters.com