IEP’s
Teacher/staff issues:
 Why are teachers being allowed to not follow the IEP? Example: not
recommending a student for testing. When a teacher does not follow the IEP, is
the administrator held accountable? The IEP is a legal document that should be
followed at all times and if not being followed, contact your school administrator.
 Can the staff attending the IEP meetings be the ones that work directly with the
student, and not the department head? Can parents be made aware that they have
the right to request this? The district decides at the school level who will make up
the personnel at the IEP team meeting, however, a parent may invite anyone that
has knowledge about the student.
 Regular ed teachers often choose not to follow the IEP modifications even after
being informed by the parent. What can be done? Concerns should be addressed
first to the building level administrator and then if not resolved, addressed to the
EC Director.
 How can administration be more involved in EC Department and IEP meetings?
IEP meetings are to be attended by building level administrators or appointed
designee.
 Who checks the classes and IEPs to make sure the EC department and classes are
following regulations? Our IEP’s are monitored yearly by the Continuous
Improvement Monitoring system and our classes are monitored by building level
administrators and support staff.
 Can there be a process whereby teachers provide more direct communication with
parents other than the IEP? Progress is reported as often as the general education
population. More specific requests need to be addressed with your child’s
teacher.
Parental issues:
 Can the goals progress report be made more manageable and more detailed (less
abbreviations and acronyms)? Can more “user friendly language” be used in the
IEP and by the staff so that parents will understand more? IDEAIA requires that
EC students progress reports measure progress towards the annual goal with the
progress reported as often as their regular education peers. More specific
information can be requested from the teacher and see your building level
administrator for concerns.
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How do parents get better informed regarding whether or not the IEP is being
followed? (more valuable information) Evidence towards IEP goals should be
collected by teachers as indicated on the IEP for specific objectives with progress
notes and annual review monitoring.
How can we help the IEP meetings to be more parent-friendly? School sits on
one side, family on other. Imbalance of power. Parents feel intimidated at IEP
meetings; how can we help parents to feel more comfortable and a part of the
discussion? This concern will be addressed with the Parent Advisory Committee
for the 2008-2009 school year.
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How can parents have more voice in IEP planning? What is the percentage that
parents contribute? Parents input is always welcome in IEP meetings and is
required by IDEIA.
 How can the parents be better educated as to what is expected from the student?
All students are required to follow the North Carolina Standard Course of Study
for their specific grade level or course. Please see ncpulicschools.org for further
information.
 Can a process be put in place so that parents are notified earlier in the school year
when a student is not meeting his/her set goals? Student specific concerns
regarding progress needs to be addressed with the teacher and/or building level
administrator.
Student issues:
 Why are 504’s not used more to keep children from falling through the cracks?
How can parents learn about 504 act? 504 plans are the function of general
education. To be eligible for a 504 plan, the student must have a documented
disability. All schools have 504 coordinators that you could speak with if you
feel your child may be eligible.
 When a student comes from another State with a plan that has been in place for
many years and is working, why does this system change it so much and not give
the old plan more credence? Plans are reviewed by the IEP team committee to
determine appropriateness of services to make sure the students needs are being
met. North Carolina has specific guidelines for EC eligibility that may change the
look of services received.
 How can we make the IEP’s more specific in reference to “classifications”? An
IEP is always developed based upon the students needs not on specific categories.
 When is homeschooling a better option, and how can this discussion become a
regular part of the IEP discussion? Home schooling is a parent option and is not
provided by the school district.
 Are the IEP’s truly individualized? Yes, the IEP’s are individualized as based
upon the students needs and the North Carolina Standard Course of Study.
 Can the focus on life skills be more individualized? This concern needs to be
addressed at the students annual review as based upon the student needs.
 On IEP’s, the phrase “making adequate progress” doesn’t mean they meet their
goals by the end of the year. Why? Adequate progress does mean that they meet
their goals by the end of the year.