It is time for your child’s annual IEP (Individualized Education Program) meeting. While these meetings can often be a standard renewal of the modifications and accommodations granted under the IEP, remember that this is your opportunity to ask questions and express concerns.
Let’s start with the purpose of the annual IEP meeting. Once your child has an IEP, a review meeting is held once per year, usually in the spring. Although IEPs can be reviewed and revised anytime throughout the year, most IEPs are reviewed annually in the spring. It is at this meeting that your child’s team reviews, revises, and updates the IEP for the coming school year.
The “team” refers to the child study team. The study team is composed of the individuals who have been specifically assigned to provide your child with the services needed for the coming school year. These individuals can include:
- You (a parent/guardian) are a vital member of the child study team.
- At least one of your child’s general education teachers.
- At least one special education teacher or other special education provider.
- A school district representative knowledgeable about general education and special education. This representative has the power to commit school resources for your child. This person is usually referred to as the case manager.
- A school psychologist or other specialist who can interpret your child’s evaluation and test results.
- Your child will become a member of the team beginning in high school.
It is important to note that your child does not get re-evaluated every year. Evaluations are required every 3 years, unless you give permission to waive the evaluation.
IEP meetings follow a standard format, and minutes are taken of the meeting.
- Introductions are made.
- The purpose of the meeting is stated.
- Your child’s present level of academic achievement and functional level are discussed.
- Goals are reviewed and created. It is important to note that these goals must be measurable.
- Modifications and accommodations are established. These services are intended to meet the goals. They must include a discussion of how and why they will be delivered, and who is responsible for delivering them.
- Reporting of progress to the parent(s)/guardian(s), including the frequency and method of delivery, is determined.
- Other items, such as transition planning (e.g., high school to college) and testing protocols are established.
- Accountability issues are discussed, such as next steps, meeting minutes, and meeting decisions.
- Meeting is closed.
After the meeting, you will be provided with a copy of your child’s IEP for review. You have the opportunity to request any changes that were discussed in the meeting. However, the meeting is the place where you should have talked about all of your concerns.
It is extremely important to arrive at your child’s IEP annual meeting fully prepared. Parents/guardians often do not think of themselves as vital members of the team, so they often attend these meetings as observers and listeners. You are your child’s advocate, and you truly are the only person who knows whether your child is actually receiving the services that were outlined in the IEP. It is important to be prepared, and to know what issues you want to discuss at the meeting.
The following is a checklist that will help you prepare for your child’s IEP meeting.
- Before the meeting, thoroughly read your child’s IEP. This includes taking notes and marking it up. Be sure that you have a clear understanding of everything that was supposed to be provided for your child this past year.
- If you have had any communication with the school over the past year regarding your child’s IEP, you should gather that information. Emails, telephone calls, and meetings should all be listed, along with the concern and the resolution (if there was one). You will use this list to revise the IEP and to highlight any services that were agreed upon, but not provided. HINT: this year, keep a written log of these communications because it will save you time and work next year.
- Take some time to think about what you want for your child. Write it down. Remember that the school is only required to make sure your child stays at grade level. They are not required to strive for all As. What was missing? What can your child benefit from? Make a list. If your child has tutors, or a psychologist, don’t forget to ask for their input.
- Is there anything in the IEP that you did not understand? If so, note this and ask for an explanation at the meeting.
- At the meeting, be prepared to talk about your child’s struggles and accomplishments. Remember that your child’s IEP is one of many IEPs that the school will need to review this spring. It is your job to humanize your child for the team. Do your best to let them see your child as a person who is trying very hard to be successful.
- This is one of the most important items. Make sure that everything on the IEP can be measured. You must ask what measurements will be used and how those measurements will be deemed successful. If you do not understand these measurements, make sure that you ask! For example, if the IEP states that your child will use a calculator for graphing with 75% success, what does that mean? Do not leave the meeting without an understanding of these measurements.
- Finally, the IEP meeting is not a place to display negative emotions. This can be really hard, particularly if your child is not receiving the services that they were promised. Remember that you are a professional member of a team. It is important to be civil and remember that you get much further with supportive and reflective conversation. Check your emotions at the door.
If you need help in evaluating your child’s IEP, or in preparing for an IEP meeting, contact me.