My husband says I can relax sometimes; that our son didn’t come with an instruction manual. I know he’s right, but this is his educational career we’re talking about. Thirteen plus years of glory or failure (well, probably something more in between, but you get the picture). And it all starts with one very long, very dry legal document: the IEP.
In most ways I’m laid back. I grew up on the beach. I come from a long line of beach bums. I can procrastinate and cut loose with the best of them. But when it comes to my son with Down syndrome’s Individual Education Plan I turn into a complete Type-A Tiger Mom (I even annoy me). As we speak I’m working on a year-long course in special education advocacy, all to ensure my son gets the education he needs and hopefully help other families along the way. This is all while preparing to move across country and find the right school for my soon-to-be kindergarteners (yes, I consume a lot of wine and chocolate).
Read Related Post: Letter to My Son’s New School
I realize there’s probably no “perfect” IEP. After all, my son’s educational success depends on a lot more than just a great IEP. Still, I’m determine to give it my best shot. Why not shoot for the stars? Below is my attempt at building the perfect IEP. Feel free to use what works for your child, and please comment below with other tips that I can add to my repertoire.
- Don’t be afraid of evaluations: Schools must do an initial evaluation for eligibility in special education, a reevaluation every three years, and you can request up to one reevaluation every year. I was so scared of evaluations and what they would mean for my son. I’m still skeptical of certain types of evaluations. In fact, I refused an IQ and achievement test as part of my son’s reevaluation process. But if done correctly, evaluations should drive solid IEP goals and services. A good evaluation will tell you what your child does well, and where he needs help. Without a wide-range of good evaluations, IEP goals and services may be too hard or too easy. Make sure your child’s evaluation report includes norm-referenced and criterion based evaluations, as well as observations from yourself and his teachers. The evaluations should cover all areas of suspected disability. My son received evaluations in speech, OT, social-emotional, and adaptive skills. The school’s own evaluation report allowed me to request further testing for assistive technology and a positive behavior intervention plan. All of this combined helps the IEP team build a solid IEP. If the school’s evaluation is not sufficient request an Independent Educational Evaluation (IEE).
- Know what you want and use evidence to get it: I started writing out a list of IEP ideas a couple months before our meeting. I scoured social media, called friends, and Googled like crazy to find out what other students have in their IEP under Goals, Specially Designed Instruction, Supplementary Aids and Services, Accommodations, Personnel Training. Once I got a list of ideas I matched them to Troy’s needs, and then researched the validity of specific programs in reading, writing, and math. Here are some evidence-based websites to start your search:
- What Works Clearinghouse Funded by the U.S. Department of Education, Find What Works provides the research behind the best and worst literacy, math, behavior, disability intervention programs out there.
- Evidence for Essa This is a brand new site produced by John Hopkins University School of Education, which helps educators and parents find out if the programs they use correlate with Every Student Succeeds Act (ESSA) standards.
- Best Evidence Encyclopedia Funded by the U.S. Department of Education, this free website gives educators and researchers fair and useful information about the strength of the evidence supporting a variety of programs available for students in grades K-12.
- Power Up What Works This website offers educators resources, strategies, and practical tips to personalize your instruction with technology to meet the needs of struggling students.
- Know how the IEP process works: Have you reviewed your parent rights? It’s amazing what you can learn by reading and rereading that little booklet your IEP team is obligated to give you (NEVER throw it out!). The Council of Parent Attorneys and Advocates has a great IEP checklist to help you prepare and nail your child’s next IEP meeting. Find it here. Get to know the format of your child’s IEP. Each state has a different IEP template, but here is a model form that explains each section. Know that your state’s IEP template is just that. You can add more information, even if it’s not an option on their drop down menu. Most school personnel don’t know this and just want to check boxes and move on. Remind them of Supreme Court Chief Justice Robert’s quote from the Endrew F. case: “The IEP is not a form.” It’s a living document, that’s individualized and changes. Don’t let them limit your child to a predetermined box.
- Ask Why and Why Not: You can know next to nothing about the IEP process, and still advocate for your child by asking questions. Many parents assume the school is doing what’s best for their child, and are afraid to ask why or why not. Don’t be afraid to be “that” parent. Your child deserves an appropriate education, individualized to their needs. The IEP process is set up to protect your child’s rights. The only way you’ll find out if the school is working in the interest of your child vs. school’s pocketbook is by asking questions.
- Put it in Writing: Here’s something many school personnel won’t explain to you: Your signature on the IEP document (except for the initial IEP) means less than you think. Often school’s will have parents sign for attendance purposes, but that signature can also be used later to argue that you consented to the IEP’s contents. It’s imperative that you put your thoughts to paper and make it official. If your opinion is not on record, it doesn’t exist. The IEP document is already skewed to the school district’s point of view. They’re they one’s writing it, and the one-sided point of view is hard to miss. Read both related posts in this blog post (here and here), to find out how you can insert your concerns and goals into the official record.
Courtney, you have such valuable insight and research to offer parents! Your son will reap the benefits of your knowledge and advocacy! A couple other suggestions:
* Think outside of the conference room – you can have IEP meetings at your house, in your child’s classroom, etc. The environment can change the tone of the meeting.
* Start the meetings with everyone sharing some of your child’s strengths. Make sure the person editing the draft IEP write these in the IEP.
* Share your long term vision of your child at every IEP meeting – each IEP needs to bring your child one step closer to that greater vision.
* Parents need to know they are members of the Evaluation Team, parents need to add their “report” of how they see their child performing, their strengths and needs. The Parent Report needs to be written in the Evaluation Report, not attached to it. They don’t attach other team member reports, they are always written in the actual report.
* Build your case for inclusion in the strengths and needs section of the IEP. You want teachers to take your child’s strengths and have it inform their instructional strategies. We don’t want our children’s strengths jotted down on the form because they have to fill in the box. We want the strengths to not only drive the instructional strategies, but also to incorporate into the accommodations/modifications.
* Build inclusion into the needs: He needs to be with typical-aged peers in the general education classroom in order to increase his communication skills in natural environments. The goals are based on the needs. Parents need well-written needs in order to get inclusive goals.
* Invite brothers, sisters, and your child’s friends to IEP meetings. They have such valuable input and suggestions that are often ignored.
* Spend some time at the school in order to get a feel for the culture, build relationships with staff, notice what happens in a variety of places – in classrooms, in the lunch room, recess, etc.
* Keep your dreams alive for your child when they are young, teach them to pursue their own dreams as they get older.
Thank you again Courtney for taking the lead to help your son and so many other children along the way. We need more young advocates like you!
Wow! Thanks for all this. I appreciate your feedback, and I love learning from you. I hope, now that we’re moving west, that we’ll be able to meet up!