FDLRS/Galaxy Associate Center - Parent Services
Presents:
Parent Involvement in IEP’s
(Individual Education Programs)
The Parent Services office is located at
Dale Cassens School room #603
1905 S. 11th Street
561-468-5387
Goal:
Increase parent involvement to help children with disabilities
succeed in school.
Objective:
To get parents involved in their child’s IEP.
Topics
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Know what an IEP is
Why learn about IEPs
Be involved in your child’s education
Know your responsibilities
How IEPs are made
What is covered in an IEP
How to prepare for the IEP Meeting
Tips for a successful IEP Meeting
For information on providing an opportunity for
parent training at your school:
Call: Betty Young, 561-468-5387 or Lee Stirrat, 561-468-5386
Exceptional Student Education
INDIVIDUAL
EDUCATION
PROGRAMS
Parent Involvement Makes the Difference
Opportunities Create Parent Involvement
Facilitated by:
FDLRS/Galaxy Associate Center
Parent Services
561-468-5387
Goal:
Increase parent involvement to help children with
disabilities succeed in school.
Objectives:
Get parents involved in their child’s IEP.
Topics:








Know what an IEP is
Why learn about IEPs
Be involved in your child’s IEP
Know your responsibilities
How IEPs are made
What is covered in an IEP
How to prepare for the IEP meeting
Tips for a successful IEP meeting
What is an Individualized Education
Program?
It is a program that helps children with disabilities succeed
in school.
An IEP is a written plan. It says how the school will meet
your child’s needs. It gives you the opportunity to be
involved in your child’s education.
An IEP is a contract. An IEP puts down on paper the
services you can expect for your child. This lets you know
that your child will get the help he or she needs.
An IEP can help your child get the most
out of school.
Why should I learn about IEPs?
Because the school needs your help to develop the best IEP
for your child.
No one knows your child better than you do.
Your observations and insights about your child’s abilities
and needs mean a lot.
You help create the IEP. As a parent, you are a key part of
the team that creates the IEP. You and the school staff
share ideas. Together, you come up with the plan that’s best
for your child.
Help your child get the best education
possible.
Learn more…
Be involved in your child’s education.
Make the most of this opportunity. As a parent, you are
entitled to:
A quality education for your child
You and the school can see to it that your child gets an
education that is:
 Appropriate – suited to his or her individual needs
 Offered in the least restrictive environment – your child
should learn in regular classrooms, as much as possible.
A role in decisions
You have a say in any change to your child’s education
program.
Access to records
You have the right to look over your child’s school records.
You may also see test results and have them explained.
(The school may need time to gather the records.)
These rights open the door for you to take part in your
child’s IEP.
Know your responsibilities
For an effective partnership with the school, it helps if you:
Share information with the school staff
This helps ensure that the IEP will meet your child’s needs.
For example, tell the school about:
 Specific situations that may cause problems for your
child
 Recent changes in your child’s life – such as a death in
the family
 Any special abilities or interests your child has
 Any medication your child takes
 Any previous IEPs, if your child is changing schools
Ask questions
It is important that you understand what’s planned for your
child.
Work with the school
School staff wants the best for your child, just like you.
Agreeing on the best approach takes a willingness to work
together.
Remember that coming up with an effective IEP takes
teamwork.
How IEPs are made
In general, the process follows these steps:
1. The school evaluates your child.
You may request an evaluation, or, the school may ask your
permission to conduct one. To evaluate your child, a team
of school specialists may take into account:
 Teachers’ observations in a classroom or other settings
appropriate for his or her age
 Your observations
 Tests that measure your child’s development, abilities,
intelligence and academic progress
 Your child’s health history
2. The school makes a recommendation.
School staff will tell you whether the evaluation shows a
need for special education. If you disagree with the
evaluation, you can have someone outside the school
district evaluate your child. (It may be at your expense.)
3. You come to the IEP Meeting.
If special education is needed, an IEP meeting follows
within 30 days. The meeting takes place at a time and place
convenient to you. It may also be conducted in your native
language, if needed. The meeting includes:
 You
 Your child’s teacher
 A school district official
 A member of the evaluation team
 Other people invited by you or the school.
4. You and the school work out an IEP.
You agree on a plan that:
 Sets specific learning goals for the year ahead
 Explains the help your child will receive to reach those
goals
 Determines your child’s academic placement
5. The IEP is reviewed each year.
But, you do not need to wait a year to make changes.
You can request an IEP meeting any time.
Working together, you and school staff can come up
with a plan that’s best for your child.
What the IEP covers
IEPs may differ from school to school, but most include:
A statement of your child’s abilities
This may be called the “present level of performance” on
the IEP form. It may note:
 Areas where your child does well
 Specific problems – delayed language skills or trouble
paying attention in class.
Goals for the school year
The IEP may set specific goals and objectives –
percentages by which certain skills are targeted to improve.
Progress may be measured by test scores or teachers’
observations. Examples of goals include:
 Improved ability to sound out words
 Solving math problems
 Improved writing skills
 Completing assignments
 Following directions
Services the school will provide
To help your child meet the IEP’s goals, the school may
provide services, such as:
 Speech and language therapy
 Accommodations in the regular education program
 Teachers’ aides (not personnel, assistive materials)
 Psychological counseling
 Resource room programs – separate classrooms allowing
for more individual attention
 Physical and occupational therapy
 Special transportation
Opportunities for regular education
As much a possible, the IEP includes your child in regular
school activities with students who do not have disabilities.
Examples include:
 Regular classes
 Physical education
 Art and music
 Lunch with his or her class
Transition services
These are activities that help prepare students for the
challenges of life after school. They will be a part of the
IEP if your child is age 14. Transition services may focus
on:
 Independent living skills – self-care, managing money,
etc.
 Job training
 Preparation for college
Attend a “Dare to Dream” Parent / child Workshop
How to prepare for the IEP Meeting
Here are some things you may want to do before the
meeting:
Consider your child’s abilities.
Your insight can be a great help to school staff when it
comes to working out an IEP. Ask yourself:
 What are my child’s special strengths and special
qualities
 Which skills does she need help with
Consider what your child needs to succeed.
Think of ways the school can help your child make the
most of his or her abilities. Consider how your child would
benefit from contact with children who do not have
disabilities.
Gather records you think may be helpful.
These can help show what your child’s needs are.
Examples include:
 Health records
 Independent evaluations
 Samples of schoolwork
 Notes and reports from teachers
 Attendance records
 Report cards
Get advice.
It may help to talk to people familiar with the IEP process –
for example:
 Other parents of children with disabilities.
 Special education staff in your child’s school
 Organizations for children with disabilities. See your
local FDLRS/Parent Services for more information.
Write down what you want to say.
Make and outline of what you think should be covered in
the IEP. Note any points you feel are important so you
won’t forget to bring them up during the meeting.
Being prepared can make the IEP meeting a positive
experience for everyone.
Tips for a successful IEP meeting
You can make it an effective meeting if you:
Invite someone for support, if needed.
This could be a spouse, relative or friend. Or, it could be an
advocate recommended by a disability organization or
parents’ group. The person can help you by:
 Taking notes
 Offering suggestions during the meeting
 Lending moral support
 Asking questions you might not think to ask
Consider having your child attend.
Talk about it with school staff before the meeting. Older
children in particular may benefit from being part of the
discussion. The school may be required to invite you child
if a transition plan will be part of the IEP.
Share your ideas.
Remember – you and the school are partners in developing
the IEP. School staff need and want to hear your thoughts.
Keep the discussion positive.
This means listening to what school staff has to say. Make
your points calmly and clearly. Use records and personal
observations to support your opinions.
Ask questions.
School officials may use terms that may not be familiar to
you. Ask them to explain anything that is not clear.
Don’t feel pressured.
You don’t have to agree to the IEP right away. Be sure you
are comfortable with it and understand all of its points first.
Ask if you can review it at home if you are not sure.
Attend all IEP Meetings.
Q&A
What can I do to make the IEP work?
You can do a lot – for example:
 Keep track of your child’s progress in school
 Meet often with teachers and school staff. Rememberthey want to work with you.
 Support learning at home – review homework, read to
and model reading with your child, etc.
What if I disagree with the IEP?
Make every effort to work out differences with the school.
But if this fails, you have the right to file a complaint with
your state’s education department or request a hearing to
find a solution.
Where can I learn more about IEPs?
Contact:
 Your school’s special education department
 Your local FDLRS/Parent Services (561-468-5387)
 Your state department of education
 The National Information Center for Children and Youth
with Disabilities (1-800-695-0285, voice and TTY: home
page, http://www.nichcy.org)
 The Learning Disabilities Association of America –
4156 Library Road, Pittsburgh, PA 15234
(1-412-341-1515)
So…
Get involved in your child’s IEP!
Work with the school.
Develop the IEP that helps your child get the
most out of school.
Help your child reach his or her potential.
Let the IEP set the right course. Ask what
you can do at home to help.
Help make learning a positive experience
for your child.
For information on support,
resources and referrals, call:
Florida Diagnostic and Learning Resources System
FDLRS/Galaxy
1901 South 11th Street
Ft. Pierce, Florida 34950
Betty Young
Parent Services Consultant
(561) 468-5387
Fax (561) 468-5396
Beeper: 1-800-780-4611 Pin#2933
Email: youngb3@mail.firn.edu