How to prepare for your child's IEP Meeting

Below are some tips for preparing for your child's IEP meeting.  This is not an exhaustive list, but rather some guidelines to support a parent in the process.

 

Individualized Education Program (IEP)

After a student has been found eligible for special education and related services or speech/language services, an Individualized Education Program (IEP) meeting is held.

The IEP is a written document that details the student’s special education programming.

Every year your child’s IEP is reviewed and revised at an Annual Review Meeting. This occurs within 1 calendar year of the last IEP.

At each IEP meeting, a draft IEP will be written. A copy of the draft IEP will be provided to you at the end of the meeting by your child’s case manager.

 

How to prepare for your child’s IEP meeting:

● If your child is being evaluated to determine eligibility for special education and related service, make sure to read through all the evaluation reports and prepare questions

● If it is your child’s annual review, read over their current IEP to prepare questions

● Gather any new medical information that you can report during the meeting to update the IEP. This may include new glasses, prescribed medication, diagnoses, or anecdotal reports

● Reflect on what you observe at home regarding homework completion, behavioral changes, strengths, interests as well as socialization

● Think about your goals and your child’s goals

 

The following are some of the factors that will be considered during the meeting, and reflected in the IEP:

● Results of the initial or most recent evaluations

● Medical information including hearing and vision

● Present levels of academic achievement and functional performance, including teacher reports and classroom observations

● How a child’s disability impacts involvement and progress in the general education curriculum

● Strengths of the student

● Needs of the student

● Concerns of the parents/guardians

● Any assistive devices or services required to address a student’s behavioral, communication, language, hearing, and vision needs

● Annual measurable academic and functional goals, short-term objectives, and methods for reporting progress

● A statement of the extent to which the student will participate with non-disabled peers in the general education class and in extracurricular and non-academic activities

● Determination as to whether the student requires an extended school year (ESY) program

● Participation in district-wide and state-wide assessments and, if necessary, modifications and/or accommodations necessary

● Special education services

● Related services, if any, listed with frequency, duration, and location