What to Expect at an IEP Meeting…

-by Kathy Bello Shepherd, M.A. and Rebecca MurrayMetzger, Psy.D

As a parent, your first (or 10th) IEP meeting can be a daunting experience. Walking into a room full of “experts” can feel overwhelming. To help you feel more confident, our Psychologists offer these tips for parents of public school children for What to Expect at an IEP Meeting…

Before the IEP Meeting in San Francisco, Berkeley & Silicon Valley

Educate Yourself:

 As a parent, it is important to know your child’s educational rights. School district staff must provide you with a written copy of these rights. (For an online copy of educational rights as provided by SFUSD, click here.)

Because districts sometimes offer 504 Plans in lieu of an IEP, parents need to know the difference between an IEP and a 504 plan. In a nutshell:

• A 504 plan is not Special Education. Section 504 of the Rehabilitation Act of 1973 “prevents discrimination” based on a disability. Based on this law, schools must adjust the general education setting to make sure that all students have access to the curriculum. This includes students with medical conditions, attentional problems, emotional issues, or any other issue that impacts learnings. The 504 plan essentially lists adjustments for the school environment – called “Accommodations”. Accommodations meet the child’s needs within the classroom, on the playground or on school grounds in general. Examples include providing a separate lunch table for students with a peanut allergy, seating a child with ADHD at the front of the classroom, or giving an anxious child permission to leave the classroom when they become overwhelmed.
• An IEP is Special Education. To qualify for an IEP (Individualized Education Plan), students must have a disability that falls into one of 13 special education categories. An IEP provides specially designed instruction to meet the student’s needs. In order to provide a “Free Appropriate Public Education” (FAPE), the instruction must occur in the “Least Restrictive Environment” (LRE). This means the child should be in the same classrooms as other kids (ideally general education students) as much as possible. An IEP should spell out in detail the student’s Individualized needs, measurable goals, objectives, and the resources needed to meet those goals.

Extend Invitations for the IEP Meeting: 

Parents can bring anyone with them to an IEP meeting, provided they give notice to the district in advance. If a therapist, a tutor, a private evaluator, or even a family friend knows your child’s educational or emotional needs, consider inviting them to the IEP meeting. At the meeting, they can provide information and contribute to the development of the IEP. If your child had a psychologist complete a psychoeducational or neuropsychological evaluation, we strongly encourage you to invite that provider to help advocate for your child’s needs.

Share Information: 

Many school districts provide parents with a copy of the district’s psychoeducational evaluation report in advance of the meeting. Some also provide a draft copy of the Individualized Education Plan. Review these documents carefully. Note incorrect or missing information in either document and ask your child’s case manager to make corrections before the meeting. Provide copies to anyone else who will be attending the meeting with you (e.g. an advocate, a private evaluator, your child’s therapist). Likewise, provide the school district with copies of any recent private reports in advance of the meeting. This could include progress reports from private services (OT, Speech, etc.), or evaluation reports (e.g. private psychoeducational evaluations). 

Prepare Your Thoughts: 

Parents should take time to develop ideas for the IEP by preparing in advance. As you review the IEP documents, write down a list of questions that you want to ask at the meeting. Consider the ways in which you believe the school can help your child.  Make a list of areas where your child needs support (called “Areas of Need” in the IEP). Outline goals that you would like your child to achieve in the next year. Think of which accommodations and supports you believe are necessary for your child to succeed at school. Ask any private providers who work with your child for suggestions. Remember that the IEP team will also want to hear about your child’s strengths. Be ready to share all that makes him or her unique!

During the IEP Meeting

Polite Persistence goes a long way!

Remember no one knows your child as well as you do. Parents are the experts at keeping “the big picture” in mind. Do not be afraid to voice your thoughts and opinions. Be politely persistent in advocating for the best interests and individual needs of your child. If you feel it will help, share a photo of your child with the case manager in advance so they can show it to the team to remind everyone of the central goal: doing what is best for your child.  

Who will be there:

 At minimum, at any IEP meeting, there must be present

• at least one Parent or Guardian
• minimum of one General Education Teacher (usually your child’s teacher)
• a Special Education Teacher (usually the Resource (RSP) teacher)
• any district employee who participated in the district’s evaluation of your child (e.g. school psychologist, Occupational Therapist, etc.)
• a District Representative (e.g. the principal, vice principal, or an administrator from the district’s special education department) authorized to allocate funds

Also, depending on the child’s age and maturity, school staff may invite the student to attend all or part of the meeting.

To Tape or Not to Tape?

Both parents and school districts have the right to record an IEP meeting. An audio or video recording can be helpful to review later, particularly if any questions arise about what the team agreed upon or what data was provided. Parents must give at least 24 hours written notice to the district that they intend to record the meeting. This allows districts adequate time to prepare their own recording device. Notification by email is usually sufficient, but district policy can vary.

Components of the IEP Meeting: 

Typically, the team leader (often the RSP teacher) will review the agenda for the meeting. The agenda often follows the flow of an IEP document, but not always. If there is a section that might generate controversy, the team leader may save it for the end of the meeting.  In general, the meeting will cover the following:

• Review of prior testing results — including the district’s and any private assessments
• Eligibility — usually discussed at just the initial and triennial meetings
• Areas of Need — areas where your child needs support
• Goals and Objectives — These are the heart and soul of the IEP. Although the district may have drafted suggestions in advance of the meeting, legally and in best practice, the entire team needs to be involved in finalizing these goals.
• Setting/Service Providers — Only once the team has spelled out all Goals and Objectives should they discuss who will implement them and where. Education law stipulates that placement be in the “Least Restrictive Environment” that allows goals and objectives to be appropriately met. Do not let anyone jump to placement before you are satisfied with the goals and objectives!

After The IEP Meeting

Signatures:

 You can take time at home to review before signing. Remember, an IEP is a legally binding contract. Rereading the IEP to be sure that all components are present is often a wise choice. It is important that everyone feels that the final IEP is going to be an effective tool to help your child have a successful year!

Exceptions:

If you disagree with any part of the IEP, you have the right to request a follow-up meeting to discuss additions and changes before signing the IEP. You can also sign the IEP “with exception.” This means that you sign, but attach a letter detailing the aspects of the IEP that you disagree with. This might include areas of needs, goals, and/or services that might be missing.

Follow-Up: 

The School District is obligated to follow the IEP and provide all services noted. If you are concerned that the IEP is not being implemented as agreed upon, contact your child’s case manager. Although an IEP review meeting must occur at least once a year, you can request another meeting at any time to review the IEP and how it is being implemented.

Further Resources

For more information about the difference between an IEP and 504 plan, listen to this helpful podcast.

SFUSD’s Parent Guide to Special Education outlines the special education process and offers links to additional helpful resources.

Wrightslaw serves as an invaluable online resource for parents, advocates and attorneys. The site offers accurate, reliable information about special education law, education law, and advocacy for children with disabilities.

CA Department of Education’s website contains information about laws and regulations specific to California. The site also includes resources for parents who are involved in the special education process.

Barbara Bateman and Mary Anne Linden’s book “Better IEPs” helps parents and educators create IEPs that are “both legally correct and educationally useful.”  The authors explain legal requirements and summarize good (and not so good) IEP meetings. They also give clear and specific examples of well-written Goals and Objectives. The book is in its 5th edition so as to be up-to-date with the current regulations.

Take action & get support for your child’s IEP meeting in San Francisco, Berkeley, or Silicon Valley today!

As parents, we understand how difficult and emotional this process can be. Remember that everyone should have the best interests of your child in mind. Try to maintain that perspective and your positive persistence while advocating for your child. If you have concerns or questions about your child’s educational progress, our psychologists in San Francisco, CA are here to help you.

1. Contact our client care coordinator here.
2. Schedule an appointment based on your child’s needs.
3. Watch them flourish through life again!

Other Services Our Psychologists Provide:

Please, feel free to contact us by phone or through our website to learn more about our psychoeducational and neuropsychological evaluations. Or, schedule a Parent Guidance Consultation with Dr. MurrayMetzger to review your child’s IEP, prior evaluations, and discuss the next steps. We also offer IQ testing in San Francisco, Silicon Valley, and Berkeley.