Understanding the Individualized Education Plan (IEP) Process All 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.
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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.
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
» 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.
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.