Understanding the Individualized Education Plan (IEP) ProcessAll parents want their children to be happy and successful in all areas of life: so-

cially, emotionally, physically, mentally, and educationally. When children struggle

in one or more of these major areas, parents become concerned and want solutions.

Oftentimes, in particular for learning and behavioral challenges, parents will seek

services and supports from their child’s public school.

Parents ask for support from schools because their children spend a great deal of

time within the education system, and schools are an important part of the local

community that brings together children, adults, and families.

Sometimes children demonstrate learning and/or behavioral concerns that may

also affect academic achievement. Most of the time, parents and schools are able

to communicate and collaborate to develop academic/instructional and behavioral

interventions, known as pre-referral strategies, that can be implemented in regular

education. However, if the difficulties continue to significantly impact a child’s edu-

cational performance, then a special education IEP team referral may be warranted.

An IEP is a legal document that identifies a child’s disability, necessary services to

help the child achieve measurable goals, and a specific plan for measuring progress.

Once an IEP is created and agreed upon by all members, it is a legally binding docu-

ment, and schools are held accountable for providing the services outlined in the plan.

It is not always easy for parents to navigate the IEP process. In some cases parents

may feel discouraged by a perceived lack of support or responsiveness from the school.

While this is relatively rare, parental discontent may result from issues including poor

parent-teacher communication, differences about concerns and goals, and confusion

regarding school procedures and the IEP team referral process. There may also be

a parental perception that the school has not adequately met IDEA (Individuals with

Disabilities Education Act), a federal law requiring that students with disabilities re-

ceive a free and appropriate education (FAPE) in the least restrictive environment (LRE).

Whatever the reason, and even if there are no issues or conflict at all, it’s important

for parents to be knowledgeable about special education and the IEP process—from

the initial referral and evaluation meeting, to the IEP development and progress

monitoring—in order to increase their understanding, confidence, and ultimately,

their ability to help their child be successful in school.

Steps in the IEP Process

Things Parents Should Know Action Steps for Parents

Initial Referral » A referral for an IEP team evaluation can be made by anyone that works or has a relationship with the child.

» If a parent wants to make an IEP team referral, they should first arrange for a meeting with their child’s classroom teacher, and during that meeting request to make a referral for an IEP team evaluation.

» The referral must be made in writing, including the child’s name and date of the request, along with the reason for the request.

» Prepare a list of specific concerns you have about your child and his school performance.

» Remember that the school’s focus is consistent with IDEA and how your child’s difficulties are impacting his overall school performance.

» Review information on special education disability categories, and talk with his classroom teacher, to get a sense of what may be your child’s primary area of

“suspected special education need” (e.g., autism, emotional behavioral disability, intellectual disability, etc.).

notes

Pre-Referral Meeting

» Schools often suggest a pre-referral meeting, sometimes called a collaborative support team (CST) meeting or student planning meeting, before initiating an IEP team referral.

» The school-based meeting is often effective at developing pre-IEP team academic/behavioral interventions and may decrease the need for a formal IEP team referral.

» This meeting typically includes the parents, teachers, administrator, and school support staff (e.g., school psychologist, school social worker, guidance counselor).

» The purpose of the meeting is to review information, analyze the problem, and develop an action plan that includes strategies and goals to address academic and behavioral issues in the school environment.

» The meeting also documents pre-referral interventions that may be required prior to an IEP team evaluation.

» Action plan strategies are typically attempted for a few months and then evaluated at a follow-up meeting.

» As a parent, you may refuse the school planning meeting process, and proceed with a formal IEP team referral for special education.

» If your child is having academic or behavior problems at school, be prepared to discuss any relevant information, including specific concerns, impact on school performance, home performance, what you’ve tried/what has worked/hasn’t worked, etc.

notes

Steps in the IEP Process

Things Parents Should Know Action Steps for Parents

IEP Team Evaluation

» This is a 90-day process from initial referral to evaluation meeting.

» After parents have provided written consent for any required testing, the school will provide a “receipt of referral.”

» Depending on the area of “suspected special education need” (e.g., emotional behavioral disability, autism, intellectual disability, etc.), the school will request formal and informal assessments, observation data, parent/family interviews, etc. that will be conducted by specific members of the school IEP team.

» At the IEP evaluation meeting, each member of the IEP team will review their specific assessment findings.

» Specific criteria are required for children to qualify for special education services and supports through IDEA.

» If the IEP team determines that a child is eligible for special education, then an IEP will be developed.

» Collect and share at the evaluation meeting any relevant information or reports from physicians, psychologists, therapists, etc.

» If you are confused by information in reports from outside professionals, it is useful to call them before the meeting to ask for clarification.

» If you disagree with the results of the IEP team evaluation, make your concerns known at the meeting, then review your district’s IEP determination disagreement process, and proceed accordingly.

» It may be possible for the school district to arrange for an independent educational evaluation.

notes

Developing the IEP

» The initial IEP is developed after the IEP evaluation meeting, usually within two weeks after the meeting.

» The IEP case manager is generally the child’s primary special education teacher and is responsible for the completion and monitoring of the IEP.

» Parents should be involved in the development and ongoing progress of their child’s IEP.

» IEPs are required to include information on child strengths and areas of interest.

» The majority of the IEP will outline classroom strategies, goals and benchmarks to measure progress.

» The IEP may include academic modifications or accommodations.

» The IEP must include a functional behavioral assessment and a behavior intervention plan if identified with emotional behavioral disorders.

» The IEP will also include information on special education placement and service delivery (e.g., full inclusion, resource room, teacher support, related services, etc.)

» Consider your child’s present and future when you and the team are developing the IEP.

notes

Steps in the IEP Process

Things Parents Should Know Action Steps for Parents

Implementing the IEP

» Each of your child’s teachers/service providers will receive a copy of the IEP.

» If you suspect that the IEP is not being followed adequately, you should contact the primary special education teacher to express your concerns.

» At any point the parent has the right to reconvene the IEP.

» You will receive progress reports quarterly indicating progress toward goals.

notes

Annual IEP Review

» Annually, the IEP team will meet to review progress toward benchmarks and goals.

» Goals will be revised at the time of the review.

» Modifications to the plan may be changed if warranted.

» Keep a file of your child’s report cards, progress reports, and records.

» Keep a log of any contacts you have made with the school.

» Prepare a list of updated goals for discussion at the review—those that have been met, and those that have been unmet. Share your perspective.

» Share this list with the IEP team at the review to assist with communication and collaboration between home and school.

» Ensure that you are comfortable with IEP team decisions and remember that your voice is important.

notes

IEP Team ParticipantsIt is very important to establish open communication early in your child’s movement

through the special education process. There will be multiple school representatives

involved in your child’s IEP—from referral, to evaluation, IEP development, imple-

mentation, and review. The number of new names and faces can be daunting, but

understanding each person’s role and preparing ahead of time will increase your

confidence and lessen anxiety. Open communication about concerns and questions is

always valuable, early and often, throughout your child’s IEP team evaluation process.

1. Parents – You are an equal participant on this team. While you do not see your

child every day in the school, you know your child better than anyone else on

this team. You are the expert on your child. You are also their lifelong advocate!

What are some strengths your child possesses?

Are there any specific behavioral concerns that you are concerned about at school?

What management strategies have you tried at home that you think might be

effective at school? What hasn’t been effective?

What are your academic goals for your child? How is your child’s progress toward

meeting them?

What are some of your “life” goals for your child?

2. Regular education teacher – At the meeting the teacher will describe student

strengths, challenges, and his or her current level of performance within the

classroom. Developing a positive relationship and open communication with

your child’s classroom teacher is very important.

questions for the classroom teacher:

3. Special education teacher (IEP case manager) – This person has experience and

certification in special education and the area of suspected disability. This per-

son works with the regular education teachers to ensure the IEP is implemented

across the school. In most schools, the special education teacher will be the IEP

case manager. This is your strongest ally within the school, and your main contact

once your child has an IEP.

questions for the special education teacher:

Be sure to get this person’s contact information during your first meeting:

4. Local education agency (LEA) representative – This person is usually an admin-

istrator and ensures that IDEA and special education requirements are followed

throughout the IEP process. This person ensures that resources are adequately

allocated and are available to meet the child’s special education needs. Often this

person is the school principal or assistant principal.

questions for the lea representative:

5. School psychologist – Depending on the type of IEP referral, the school psychol-

ogist may have conducted testing or some other form of assessment. The school

psychologist describes the reason for each test, your child’s performance, and

interprets the results.

questions for the school psychologist:

6. School social worker – Depending on the type of IEP referral, the school social

worker may have done some form of assessment. This assessment may include

developing a social history, parent interviews, or having behavior ratings com-

pleted. The school social worker describes the results of the assessment.

questions for the school social worker:

7. Other school specialists (occupational therapist, speech therapist, etc.) – Depend-

ing on the type of IEP referral, other school support staff may be part of the IEP

team. They may complete informal or formal assessment and will describe the

results at the evaluation meeting.

questions for other school specialists:

8. External specialists – Oftentimes children and families are working with physi-

cians, psychologists, therapists, etc. As a parent you may invite other experts to

attend the IEP team meeting. They can provide additional data and information

for the IEP team to consider as part of the evaluation.

In order to have the most comprehensive information on your child, which ex-

perts could you invite?

What would you like them to share?

9. Child – At the parents’ discretion, children may be involved in their IEP process.

This is valuable as they can share with the team their perception of strengths,

challenges, and potential interventions. If you do not feel like your child is ready

to be involved in this process, it is often helpful to talk with them beforehand.

questions to ask your child: What is helpful for you in school? What is unhelpful?

What might be some ideas to make things better in the classroom for you? What

would you like me to share with your teachers? How do you feel like you learn

best? Describe an ideal classroom.

Preparing Your Child for the IEP Team EvaluationUnderstanding the process of requiring additional academic or behavioral support

help is difficult in itself, but talking to your child and helping him to understand can

be even more difficult. Remember to keep your conversation and tone positive! Some

key points to emphasize are that everyone has strengths and challenges. Most kids

are very aware of their struggles at school. It might be helpful to tell him that because

you care, you’ve asked the school for some testing to see how he is and if he might

need any extra help. Also, reassure your child that he will know about things every

step of the way. Take a moment to reflect on your child, and jot down some ideas

or main points you would plan to express during your conversation with your child.

my conversation with my child: