Individualized Education Program (IEP) Tips for Parents

Evaluation 

Making a Referral and Request for Initial Evaluation:

• • Ask in writing for evaluation; keep a copy of your request.
  • Explain the child’s problem(s) and why the evaluation is needed.
  • Parental consent is required for evaluation.
  • Keep the letter to one (1) page and use bullet points.
  • Parents have the right to an Independent Educational Evaluation of the student if they disagree with the school’s evaluation.

Evaluation Questions to Ask:

• • What is the test measuring?
  • What is the average or normal on this test?
  • Where is my child in comparison to the normal?
  • What does this mean in terms of teaching my child?

Eligibility

• Based off of assessments and IEP team input.
• Student must meet one of the 13 classifications and require specialized instruction. (See Parents as Partners in the IEP Process – Parent Handbook for more information.)

Preparation for the IEP Meeting

IEP Meeting Preparation:

• • Gather information to share: medical, psychological, other assessments.
    • Keep a file of all important information related to your child’s educational record.
    • Review your child’s school records and current IEP if there is one.
  • List what you see as your child’s strengths and needs.
  • Write down your priorities and long range goals for your child.
  • List services that you believe your child needs to attain the goals you have identified.
  • Write down your questions.
  • Communicate with your team prior to the meeting:
    • Ask for and review evaluation data.
    • Share your ideas for IEP goals with the team.
    • Ask to see a draft of the IEP goals prior to the team meeting.

Inviting Individuals to the IEP Meeting:

• • Parents may invite anyone who will be helpful to the IEP meeting.
  • It is appropriate to inform the school who you are inviting prior to the meeting.
  • Students are encouraged to participate in the IEP meeting where appropriate.
  • Key members of the IEP Team: Parent(s), LEA (Local Education Agency), Special Education Teacher, General Education Teacher.

Participation in the IEP Meeting

• Use good communication skills throughout the meeting.
• LEA representative should conduct the meeting.
• Have IEP team members introduce themselves and their roles.
• Parents must be given a copy of Utah’s Procedural Safeguards Notice outlining specific parent rights under IDEA.
• Make sure the concerns about your child as well as the child’s strengths are listed on the IEP.
• Communicate your priorities and suggestions for goals. Consider how they fit with the goals proposed by the rest of the team.
• Be prepared to negotiate.   See if there are alternative ways to meet goals.
• Ask for clarification of any information or statements that are unclear to you.

What Your Signature Means:

• All participants should sign the IEP.
• All signatures on the IEP show participation and attendance.
• Parents may note on the IEP that they “disagree” or have concerns.

Follow-Up on the IEP Meeting

• Express appreciation for the efforts of school personnel.
• Monitor your child’s progress.
  • Know how often progress reports will be sent home and know how best to communicate with the IEP team.
• The IEP can be changed as needed.
  • Parents may request an IEP meeting if there are concerns or problems with the IEP or if the child is not making satisfactory progress.
• IEP teams are to meet annually.

Problem Solving in the IEP Meeting

• Communicate with your school team.
• Follow the chain of command which is typically:
  1. First the Teacher
  2. Next, the Principal
  3. Then, the School District Special Education Director/Supervisor
  4. Finally, the Utah State Board of Education, Special Education

View more resolution options at Your Right to Due Process