THE IEP TOOLKIT PLAN, PREPARE & ADVOCATE

PLAN: Planning prevents problems. Learn, understand, and gather information about your child and your child’s disability; Ascertain how your child learns and how your child needs to be taught. What is your vision for your child? What is his or her mission? What fuels your passion to create a blueprint for your child to succeed? Identify your child’s strengths and weaknesses as a learner in a school and as a child in your home, at extra-curricular activities, with peers, etc. Review your log, calendar, and journal. Gather all past IEP’s, Correspondence, Evaluations, Progress Notes and Reports. Create a binder or file system with dividers to bring to the meeting.

PREPARE: Identify concerns based on data regarding progress or lack thereof; Based on the concerns, identify who you believe should be at the IEP meeting to best address them and immediate make the request to the IEP team organizer or Special Ed Director. Investigate and observe any possible placements. Observe your child in different settings. Review and revise goals- academic and non-academic. Think about what strategies can ease your concerns and help your child achieve the set goals. Obtain a copy of the school’s IEP form—familiarize with the meeting topics, list your questions or concerns in the appropriate section. Talk to your child about what is working and not working. Identify from your child’s perspective accomplishments, challenges, and frustrations. Ask your child his/her goals and progress steps. Develop and ideal IEP that is a small chunk of the overall parent/ student plan. Outline the plan and ideal IEP components and send to team in advance. Organize all documents in the Toolkit.

ADVOCATE: Know your child’s rights. The Individuals with Disabilities Act (IDEA) requires the school district to provide you with information about special education laws, regulations, and policies. Educate yourself about your local district and each building, program and modification that is provided. Know the teacher-student ratios of each program or placement. A child with a disability is entitled to an “appropriate” education, not the “best” education, nor an education that “maximizes” the child’s potential. Best is a four-letter word to an IEP team and should not be used by parents or educators. Identify and be prepared to discuss, problems, concerns, test results and develop strategies to resolve or questions to ask the team. Keep the end in mind with a “win-win” solution. Do not give up on things your child is entitled to and are important to you. Understand why it is important, so you are prepared to take the stand your child deserves. Let your passion be your friendly fire.

Individualized Education is the goal. Every child’s disability, diagnosis or special need is as unique as the child. One size does not fit all. You know your child better than anyone. You, the parent, or caregiver, are ideally placed on the team as your child’s first educator. Do not be intimidated or deferential because “they” are the educators. You always have the final say in your child’s educational needs.