Navigating the IEP meeting!
The day has come and you arrive at school for your child’s IEP (Individualized Education Program) meeting. If it is the child’s first “initial” IEP, then you will probably be totally clueless on what to expect or what your role is. If this Is not your first, but one of many, you may be more seasoned, but still intimated in how to advocate for your child. Either way, you need to prepare yourself, know what you are entitled to and how to go about getting it. The following are some suggestions for making the most of your IEP meetings.
Prepare ahead of time. Ask, in writing, to obtain copies of all the multidisciplinary evaluation team (MET) assessments, so you can review them ahead of time. These may include psychological, occupational therapy, speech and language assessments, etc. Once you review them, if you have questions (which you should), request a meeting with the professional to clarify information and recommendations, and answer any questions you may have. Do not go to the meeting without first reviewing these assessments.
In addition to the MET assessments, ask in writing to obtain a copy of the “Present Level of Academic Achievement and Functional Performance” (PLAAFP) assessment. This assessment includes information on the child’s current performance (skill level) in all areas of education. The PLAAFP provides current performance levels in each area of deficits and academic achievement. From this assessment, goals and objectives are derived, as well as special accommodations and supports. Review this document ahead of time, ask questions, and talk to key figures in assessing your child.
Review your school districts IEP form before the meeting. Get a blank copy and review the outline, make notes, and ask questions. They will usually follow this outline during the meeting. Make sure each area is covered, and you have jotted down any suggestions you made for each area. Don’t let them gloss over any areas. Many schools come with a draft IEP already written. Be prepared for this. When requesting the assessments (in writing), also request to review the “draft IEP”. If the school does not supply you with either the assessments or drafts, and in turn comes into the meeting with either of them, ask to reschedule the meeting until you can review the documents. “NO DOCUMENTS YOU HAVEN’T REVIEWED.” In all fairness, only do this if you had first requested in writing to obtain copies. Don’t let them slide something by you, or pressure you to complete the meeting due to time constraints.
With your teacher and professionals as assigned, review with them the progress toward last year’s goals and objectives. In reality you should be aware of these goals and monitoring the progress regularly throughout the year. Ask to see how the progress is measured, and how much progress your child made. If there is no apparent progress, question why it would be continued, or make revisions to increase likelihood of progress.
To summarize, before you walk into the meeting you should have reviewed all MET assessments, the PLAAFP assessment, the IEP format, and the draft IEP. Review all the areas of assessment, current goals and objectives and your child’s progress. Also, obtain a summary list of common accommodations and modifications which your child may be entitled to. If you have access to an advocate or more experienced parent who know the system well, ask to review these documents with them for clarity and suggestions.
You have the right to invite whomever you wish to attend the meeting. I would strongly suggest that if your child has a para-pro (assistant) working with him/her, demand that person be at the meeting. They are the most important person in your child’s day to day adjustment to school. They know more about your child than most everyone else at the table. Also, make sure all the supporting disciplines will be there (not on vacation).
I highly recommend that you bring someone with you, either a formal advocate, or experienced parent who knows how to navigate these meetings. Not only can they help you advocate, they also will be an objective observer. You will be filled with a variety of emotions, miss a lot, forget or misinterpret what is said. Have them take notes. You also have the right to tape record the meeting if you choose. Be careful in relying on the teacher consultant as the advocate at the meeting. They are usually employees of the school district and feel pressured not to say certain things or push for certain supports.
If at any time during the meeting you feel confused, request to take a break, talk to someone individually, or reschedule the meeting until further information is provided. Parents often feel pressured, confused, and intimated during the meeting. Slow things down, ask a lot of questions, get clarification, and reschedule if needed.
Go in knowing what you want; which modifications and accommodations you are requesting. Be prepared that these supports have to directly relate to the individual goals. It is the goals that drive the accommodations and supports.
Ask how each goal and objective will be measured so you can question the validity of how progress will be measured. Request to have periodic review meetings with the team (at least once every couple of months) to evaluation progress toward these goals. If progress is not being made, then request changes in either the objectives or teaching strategies to increase likelihood of progress. Do not let them continue goals that are showing no progress.
For each goal and objective, question the functionality of the goal (skill), how it is being measured, and what strategies will be used to teach them. Know your child’s learning style and question any strategies that do not match that.
Complete the “comfort zone profile” or other learning profile sheets, to summarize at the meeting what your child’s strengths and challenges are, and what accommodations and learning strategies best support your child. Build these strategies into the IEP to ensure others use them. You want the IEP to include all that is needed to maximize that your child feels “safe, accepted, and competent” at school.
Before the meeting ends, make sure all agreements are written into the IEP. The school is not accountable for anything that is verbally agreed upon; only that which is in writing. Don’t let them by with saying they will build them in later, or as needed. Also, don’t let them say that “we provide this as normal routine.” Get in writing!
Most importantly, be firm and assertive, but avoid being aggressive! Don’t back down, but stay calm and supportive. You want to be a working partner with the school to maintain a working relationship with them. If everyone is on the defense, nothing seems to work well. Just because you get it written into the IEP, doesn’t mean that it will happen, or be effective even if you get it. Collaboration is the best tool to use to gain the most effective implementation of the IEP!
The day has come and you arrive at school for your child’s IEP (Individualized Education Program) meeting. If it is the child’s first “initial” IEP, then you will probably be totally clueless on what to expect or what your role is. If this Is not your first, but one of many, you may be more seasoned, but still intimated in how to advocate for your child. Either way, you need to prepare yourself, know what you are entitled to and how to go about getting it. The following are some suggestions for making the most of your IEP meetings.
Prepare ahead of time. Ask, in writing, to obtain copies of all the multidisciplinary evaluation team (MET) assessments, so you can review them ahead of time. These may include psychological, occupational therapy, speech and language assessments, etc. Once you review them, if you have questions (which you should), request a meeting with the professional to clarify information and recommendations, and answer any questions you may have. Do not go to the meeting without first reviewing these assessments.
In addition to the MET assessments, ask in writing to obtain a copy of the “Present Level of Academic Achievement and Functional Performance” (PLAAFP) assessment. This assessment includes information on the child’s current performance (skill level) in all areas of education. The PLAAFP provides current performance levels in each area of deficits and academic achievement. From this assessment, goals and objectives are derived, as well as special accommodations and supports. Review this document ahead of time, ask questions, and talk to key figures in assessing your child.
Review your school districts IEP form before the meeting. Get a blank copy and review the outline, make notes, and ask questions. They will usually follow this outline during the meeting. Make sure each area is covered, and you have jotted down any suggestions you made for each area. Don’t let them gloss over any areas. Many schools come with a draft IEP already written. Be prepared for this. When requesting the assessments (in writing), also request to review the “draft IEP”. If the school does not supply you with either the assessments or drafts, and in turn comes into the meeting with either of them, ask to reschedule the meeting until you can review the documents. “NO DOCUMENTS YOU HAVEN’T REVIEWED.” In all fairness, only do this if you had first requested in writing to obtain copies. Don’t let them slide something by you, or pressure you to complete the meeting due to time constraints.
With your teacher and professionals as assigned, review with them the progress toward last year’s goals and objectives. In reality you should be aware of these goals and monitoring the progress regularly throughout the year. Ask to see how the progress is measured, and how much progress your child made. If there is no apparent progress, question why it would be continued, or make revisions to increase likelihood of progress.
To summarize, before you walk into the meeting you should have reviewed all MET assessments, the PLAAFP assessment, the IEP format, and the draft IEP. Review all the areas of assessment, current goals and objectives and your child’s progress. Also, obtain a summary list of common accommodations and modifications which your child may be entitled to. If you have access to an advocate or more experienced parent who know the system well, ask to review these documents with them for clarity and suggestions.
You have the right to invite whomever you wish to attend the meeting. I would strongly suggest that if your child has a para-pro (assistant) working with him/her, demand that person be at the meeting. They are the most important person in your child’s day to day adjustment to school. They know more about your child than most everyone else at the table. Also, make sure all the supporting disciplines will be there (not on vacation).
I highly recommend that you bring someone with you, either a formal advocate, or experienced parent who knows how to navigate these meetings. Not only can they help you advocate, they also will be an objective observer. You will be filled with a variety of emotions, miss a lot, forget or misinterpret what is said. Have them take notes. You also have the right to tape record the meeting if you choose. Be careful in relying on the teacher consultant as the advocate at the meeting. They are usually employees of the school district and feel pressured not to say certain things or push for certain supports.
If at any time during the meeting you feel confused, request to take a break, talk to someone individually, or reschedule the meeting until further information is provided. Parents often feel pressured, confused, and intimated during the meeting. Slow things down, ask a lot of questions, get clarification, and reschedule if needed.
Go in knowing what you want; which modifications and accommodations you are requesting. Be prepared that these supports have to directly relate to the individual goals. It is the goals that drive the accommodations and supports.
Ask how each goal and objective will be measured so you can question the validity of how progress will be measured. Request to have periodic review meetings with the team (at least once every couple of months) to evaluation progress toward these goals. If progress is not being made, then request changes in either the objectives or teaching strategies to increase likelihood of progress. Do not let them continue goals that are showing no progress.
For each goal and objective, question the functionality of the goal (skill), how it is being measured, and what strategies will be used to teach them. Know your child’s learning style and question any strategies that do not match that.
Complete the “comfort zone profile” or other learning profile sheets, to summarize at the meeting what your child’s strengths and challenges are, and what accommodations and learning strategies best support your child. Build these strategies into the IEP to ensure others use them. You want the IEP to include all that is needed to maximize that your child feels “safe, accepted, and competent” at school.
Before the meeting ends, make sure all agreements are written into the IEP. The school is not accountable for anything that is verbally agreed upon; only that which is in writing. Don’t let them by with saying they will build them in later, or as needed. Also, don’t let them say that “we provide this as normal routine.” Get in writing!
Most importantly, be firm and assertive, but avoid being aggressive! Don’t back down, but stay calm and supportive. You want to be a working partner with the school to maintain a working relationship with them. If everyone is on the defense, nothing seems to work well. Just because you get it written into the IEP, doesn’t mean that it will happen, or be effective even if you get it. Collaboration is the best tool to use to gain the most effective implementation of the IEP!
I found this page on facebook that provides a lot of useful information and tips with regards to children (and adults) on the spectrum.
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