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Preparing for an IEP Meeting
Law-in-Brief: Special Education #10
Date: December, 2000 Prepared by: Beth Stevens, Legal Advocacy TeamPreparing for an Individualized Education Program (IEP) team meeting is an important step for the parents of a student who is eligible for or receiving special education and related services. As members of the IEP team, parents play an important role in assuring that the IEP is developed in a manner most appropriate to the student’s education. Parents can offer insight into how the student learns, what the student’s interests are, and other aspects of the student that only parents could know. They can listen to what the other team members think their student needs to work on at school, report on whether the skills learned at school are being used at home, and share their ideas for enhancing the student’s education. At all times, it is important that the parents voice any concerns or suggestions they may have.
Once a student’s eligibility for special education and related services has been determined through an evaluation process, the IEP team has thirty days to meet and begin developing the student’s IEP. Before every IEP meeting, the school district must notify the parents of the student in writing of the time, location, and purpose of the meeting as well as who will be in attendance. Parents should also be informed of their right to bring a friend, relative, or advocate to the meeting. The meeting should be held at a mutually agreed upon time and place and if the parents object to the time or location of the meeting or will be unable to attend, they should immediately notify the school district and make suitable arrangements. The school district has an obligation to ensure that one or both of the parents are present at or afforded the opportunity to participate in each meeting.
To prepare for an IEP meeting, it is suggested that parents take the following steps:
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Review the student’s education records and note any questions regarding the information contained within those records. Records may include, but are not limited to, assessments, evaluations, observations by teachers, and past IEPs. Parents should contact the school district to obtain any needed copies of these records.
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Request a new evaluation if the most current evaluation is outdated or if new circumstances relating to the student’s education require a re-evaluation. If the parents of the student disagree with the prevailing evaluation report or find it inadequate, they may request an independent educational evaluation. To learn how, see the Washington Protection and Advocacy System’s publication, “Independent Educational Evaluations”.
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Learn more about the student’s disability so as to better understand the implications it has on the student’s educational program. Contact the Washington Protection and Advocacy System for resources at 1-800-562-2702 voice or 1-800-905-0209 tdd.
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Observe the student in a classroom setting so as to better understand the strengths and needs of the student. For example, look at the way in which the student interacts with the teacher and other students and the way in which the student responds to that particular learning environment. Make notes of any questions or suggestions for change.
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Speak with the student’s teachers about the student’s progress in the classroom and about the need, if any, for adjustment to the student’s program.
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Talk to the student about the student’s attitude toward the current educational program and learning environment and about any ideas or suggestions the student has to offer.
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Network with other parents who have students receiving special education and related services and ask them to share their experiences.
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Consider whether the student’s current program objectives are appropriate to the student’s abilities and what suggestions for change, if any, should be presented to the IEP team.
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Consider whether the student is receiving all necessary related services. These may include, but are not limited to, transportation, physical therapy, medical services, speech-language pathology services, and counseling services.
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Investigate additional services that may be available in the community.
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Compile a list of questions to be asked, issues to be discussed, and suggestions to be presented at the IEP team meeting.
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Organize all documents that are to be submitted to the IEP team or used at the IEP team meeting.
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Review federal and state special education rules and regulations. Parents may obtain copies of federal rules and regulations or the Guide to the Individualized Education Program by contacting the U.S. Department of Education at 1-877-433-7827. Copies of state rules and regulations or the Family/Educator Guide to Special Education Services may be obtained by contacting the Office of Superintendent of Public Instruction at 360-753-6733. Parents may also contact the Washington Protection and Advocacy System for other resources and information.
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If necessary, parents should contact an advocate for assistance, information, or support. This person may accompany parents to the team meeting. Parents may also invite, or request that the school invite, any person who has knowledge of the student and the issues surrounding the student’s special education and related services.
This document is an information service of the Washington Protection & Advocacy System (WPAS). It provides general information only and should not be used as legal advice for any specific situation. If you would like more information about this topic, call us and ask for a Resource Advocate.
To receive this document in an alternative format, such as large print or Braille, please call Washington Protection & Advocacy System (WPAS) at 1-800-562-2702.
WPAS is a member of the National Disability Rights
Network
A substantial portion
of the WPAS budget is federally funded.
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