What’s an IEP?
An IEP is an Individualized Education Program for a student who is struggling in school. The goal of the IEP is to work together with your child and the school to make a plan to provide success for a child in the least restrictive environment (LRE – see Special Education Glossary) The IEP is a very important document for a child with disabilities and for those who are involved in educating the child. It is prepared for that specific child only and designed to meet that specific child’s needs.
By law the IEP must contain certain information about the child and the educational program designed to meet the child’s unique needs. This information includes:
- Current performance – How is the child currently doing in school?
- Annual goals – What are the goals the child can reasonably accomplish in a year?
- Special education and related services – What changes to current school program or special services are to be provided to help the child achieve these goals?
- Participation with non-disabled children – What extent will child participate in a regular class and in other school activities?
- Participation in state and district-wide tests – Are current tests appropriate and/or are modifications needed? (i.e. read test to child)
- Dates and places – When will services begin? How long will they last? Where will they be provided and how often?
- Transition service needs - Beginning when child is 14, the IEP must state what courses the child needs to reach post-school goals.
- Needed transition services – Beginning when the child is age 16, the IEP must state what transition services are needed to help the child prepare for leaving school.
- Measuring progress - How will the child’s progress be measured? How will parents be informed?
Many different IEP forms are used across the USA, and each schools IEP form may look different. What is important is that each form is clear and useful, so parents, educators, related service providers, administrators and others can easily use the form to write and use effective IEP’s for their students who need them.
Who are the IEP Team Members?
By law, certain individuals must be involved in writing a child’s IEP. Each team member brings important information to an IEP meeting. Members of the team share information and work together to write the child’s Individualized Education Program. One person may serve in more than one role.
- Student – This allows the student to have a strong voice in their own education and teaches self-advocacy.
- Parents are the key members of the IEP team - You know your child and can talk about your child’s strengths and needs as well as ideas for helping their education. Parents can listen to what the other team members think their child needs to work on at school and share their suggestions. They can report on if the skills the child learns at school are being used at home.
- Teacher – The regular teacher has a great deal to share with the team – general curriculum, strategies, aids, services or changes to the program which may help the child.
- Special education teacher – Can contribute information and experience about how to educate children with special needs.
- Person who can interpret what the child’s evaluation results mean.
- Person with knowledge and special expertise about the child.
- Person who represents the school – Can talk about the necessary school resources. It is important that this individual have the authority to commit resources and be able to ensure services put into IEP will be provided.
- Person from transition service agencies – Helps with post-school planning if child is reaching age of transitioning.
If your preteen or teen will be present at the meeting it is a good idea to prepare them. It is normal to feel a bit nervous before an IEP meeting. Here are some concerns of parents, teens and preteens who attend IEP meetings.
What if I don’t understand what is said?
If you do not know what something means or understand what is said, make a quick note, wait until it is your turn to talk, and ask about it.
What if I or my child get really angry?
If something is said that makes you or your child feel angry avoid demonstrating the anger.
For example, it is better to say “I am really angry with what you are saying. I think I do really
well in class. I think you are wrong when you say I goof off” than to explode. If you feel like
you want to yell, excuse yourself from the room. There is nothing wrong with saying. “What
I am hearing is making me very angry. I need to leave this meeting because my yelling
will not help finish my IEP.”
Before the IEP meeting
- Explain to your preteen/teen why the IEP meeting is so important and what the meeting is about.
- Ask your child what is good at school and what is not good.
- Reassure your child that everybody is working together to help make his/her school experience positive and learning easier.
- List your child’s strengths and tell your child the wonderful things that make him/her unique.
- Ask your child to join you at the meeting.
- Help your student fill out the Student Profile.
- Fill out your own Parent’s Student Profile.
The IEP Meeting will discuss
- The child’s strengths.
- Your (the parents) ideas for enhancing your child’s education.
- The results of recent evaluations or reevaluations.
- How the child has done on state and district-wide tests.
- Consideration of other ‘special’ issues.
The IEP discussion will be framed around how to help the child
- Advance toward the annual goals.
- Be involved and progress in the general curriculum.
- Participate in extracurricular and nonacademic activities.
- Be educated with and participate with other child with and without disabilities.
During the IEP meeting
- Be ready to tell the committee about yourself and how you learn best or if your child is not present tell about your child and how you have experienced your child learns best. Then wait your turn to talk and listen carefully to what is being said. Listen with the intent to understand, not the intent to reply. Offer ways to help.
- Don’t get so angry your message gets lost in an argument.
- Dscuss teaching styles, dn’t ‘bad mouth’ one teacher.
- Give the IEP a try. It can always be changed if it does not help.
- End the meeting with a check up, make sure all your points have been included.
- Sign the form that says you were at the meeting.
- Thank everyone who came to the meeting.
Based on the above discussions the team members will then write the child’s IEP. This includes the services and supports the school will provide for the child. If something doesn’t make sense, ask the school must take whatever steps necessary to ensure that parents understand the meetings – including arranging for an interpreter.
After the IEP meeting
Monitor the IEP plan. Check up on the promises, goals and objectives that were agreed upon.
If you do not agree with the IEP
(follow this order)
- Talk with school officials in mature manner and try to find agreement.
- Ask for mediation.
- Ask for due process.
- File a complaint.
Back to Schools and Special Education
IEP Sample Letter
Requesting Review and Revisions
LETTER REQUESTING REVIEW AND REVISION OF IEP
(be sure to keep a copy for yourself)
(Date)
(Name of Principal)
Name of School
Address of School)
Dear (Name of Principal):
I am the parent of (name of student), a student at your school. I recently reviewed my child's IEP which was developed in (month and year), and I believe it is (out-of-date, incomplete, based on insufficient evaluation information, etc.) because (state your reasons). I am requesting a new meeting be held as soon as possible to review and, if necessary, revise (name of student)'s IEP. Please contact me so the meeting can be scheduled at a mutually agreeable time and place.
Thank you for your help. I look forward to hearing from you soon.
Sincerely,
(Your Name
Your Address
Your Telephone Number)