This article is a continuation of Part II: Success of the IEP Meeting

Are you the parent of a child with a learning disability? The deck is stacked against you for achieving a quality special education IEP. Learn how to get the best possible program for your child.

1. In Part II, study the “IEP Success Method.” (Gather data from experts presenting evidence of a deficit, list the student’s needs due to the deficit, document legal rights to these services, and organize your attachments and parent presentations in that format.)

2. Review information and legal rights.

3. Create your own Parent Assessment on a piece of paper. At the top, place your family’s or your child’s vision for your child’s future. Middle School? Career? Better grades? More friends? Make sure the school knows about your dreams.

4. List at least three strengths and the student’s main learning style below. Next, list any challenges, diagnosis, or weaknesses you are aware of, leaving space between them.
Please flag any very low test scores, falling test scores, or falling grades.

5. If you have any test results with “labels”, do the following:
On the Parent Assessment, along with challenges, be sure to list professionally documented deficits on tests, such as ADD, visual processing, emotional disturbance. Note which expert/s applied that label and when.

6. Next to all of your challenges, list the evidence that your child has this weakness (observations, grades, teacher’s notes, research, medical diagnosis). Make sure you have added any diagnoses or labels, followed by the date and the name of the expert who attached that label to your child.

7. Draw a straight line. Draw a line down the middle and label it with your child’s age and current grade. If there are scores more than two grades or years above your child’s current one (or standard scores of 13 or higher), mark them on the chart. Look for any very low scores more than two years below age or grade level (or standard scores of 1, 2, 3, 4). Now add the lowest scores to the table that shows them to the left of your child’s current age/grade. level. Pay attention and point out very low scores and large differences between scores. (If you have not received your test results from the school, you should postpone the meeting if possible.)

8. Qualifications and tests:
Pull out report cards and tests from past years. Create a graph that shows you decreasing grades or test scores.

                   2 years ago    1 year ago    today      +/-?

Math

Read

write/spell

history

test1

etc.

9. Did you list any challenges but didn’t see any evidence covering that area? Circle these on your parent assessment and put a question mark above. During the meeting, you will need to ask why these areas were not evaluated. You need a complete picture to have a good plan.

10. Test results must include some form of IQ score or ability measure, as well as performance measures. Look up the words verbal, IQ, performance, full scale. These can be displayed as percentages. Make a note of these measures of ability on your parent evaluation sheet. Is there a big difference between your child’s ability and how well he is doing in school? Does this ability score seem like a reasonable number to you? If he is missing, ask for him.

11. These things can help your child achieve their educational goals: research-based remedies, recreation therapy, related services, accommodations, assistive technology modifications, placement, positive behavior plans, supplementary devices, and strategies. Now take your list of challenges and try to think of one or more things that you think might help your child overcome or minimize that problem. For example, if reading is a major problem, you might make a list of books on tape, homework assigned orally or in handouts, resource classes, etc. Put these ideas on your form next to the challenges. Check out A Bigger Boat for an extensive list of amenities and accommodations.

12. If behavior or emotional upset is a major problem or the school’s main problem, write down a positive behavior plan as a must (and tomorrow make sure the school doesn’t come up with a long list of actions/punishments without a plan) positive).

13. What would you like your child to accomplish during the year? Not too easy, not too difficult, it can be measured by any professional and understood by you. ie, “I want the student to increase the reading level 1.2 grade levels for the next year.” Add a goal under each challenge.

14. Create a short agenda for parents. Make a list of the things you absolutely need to discuss at the meeting. Please list 4-7 items, including review of your concerns.

15. If your child is entering a new school, middle school, high school, or is close to graduating, you will need a transition plan. Draft a transition plan: what they need to make this transition and what might help them make this transition.

16. Bring to the meeting:

has. Parent Evaluation Sheet copied and titled “Parent Attachment”

b. parent calendar

against Grades, test data and evaluation graphs and sketches

d. Draft Transition Plan if necessary

me. a note taker

17. In Part II, read the IEP meeting topics.

18. Cover all your ideas from the Parent Attachment. The main question is “Will these services help my child make more than minimal progress toward realistic goals?” No progress, backward progress, and minimal progress are not enough. Meeting attendees should consider your ideas and observations. NOWHERE IN THE LAW DOES IT SAY THAT THE SCHOOL HAS TO FOLLOW ALL OF ITS RECOMMENDATIONS.

19. If the school did not send your student’s test results in advance and they are still in compliance, you may need to postpone signing the IEP until you can review the report and see if you need to add anything to the IEP. Also, since you did not share your information with the school ahead of time, they may need more time to review your requests.

20. Thank the “case handler” (person in charge of your child’s IEP at school) for their help. This person will be your main point of contact while your child is at this school. You need them as friends.

21. After the meeting, come back and do it right. Get additional tests if needed. Read, research and get organized. Prepare for the next meeting. Get help from the IEP if needed.