IEP HELP By Cindy E. Chandler
With the start of the new school year there is always a flurry of assessments to determine
eligibility for special education and related services such as speech, occupational therapy,
adaptive physical education, and physical therapy. Often there are Individualized
Education Program (IEP) meetings and Americans with Disabilities Act 504 meetings to
get the school off to a fresh start. But teacher conferences are often all that’s needed if a
good plan is in place.
Meeting teachers face to face and going over how the IEP or 504 will be implemented is
a friendly, casual way to answer any questions teachers may have, and the informal
meetings provide an opportunity for you to share what strategies work best for your child.
Let teachers know when it’s easiest to reach you. Try to establish a team approach right
at the start.
Any Questions?
Ever feel like you didn’t know enough to ask an intelligent question? Ever attend an IEP
and there’s a pause in the discussion and then a penetrating gaze from a professional and
out pops, “What do you want? Can you tell us what you want?” Good question. What
are my choices? If this situation catches you off guard, just remember how this works in a
restaurant. “Soup or salad?” “What kind of dressing would you like on your salad?”
“What kind of beverage?” “For here or to go?” We come up with answers based on
experience, personal preference and availability. How do we know what is available? We
study the menu. We ask the staff for menu substitutions. We listen to what others say
about the food. When a new restaurant opens you’ll often hear, “have you tried the new
café? What did you think?”
Your child’s education is worth the time to find some answers but also to know what
questions to ask. Below are some answers to questions that I hope will trigger some
questions of your own. All questions are welcome at FamilySOUP—So give us a call at
751-1925
Concern, Question, Answer
Concern: I’m worried about my child’s reading (math, handwriting, social skills,
articulation, behaviors etc.) He seems to be about two years behind. We’ve talked about
this in Student Study Team (SST) meetings for a year.
Question: What else can be done?
Answer: If SST strategies have not improved performance, it’s time to request an
assessment in the area(s) of concern to determine the scope and nature of the difficulty or
disability in objective terms. The SST may initiate this process, but as a parent you have
the right to request assessment in all areas of concern.
Question: How do I request an assessment?
Answer: Put your concerns in writing and request that an assessment or evaluation be
conducted. Make sure the written request is dated and delivered to your school. If you
would like help putting your request in writing, district school staff are required to help.
Question: What happens next?
Answer: Best case— You will receive a document that describes what kinds of
assessments will be conducted. Review this “assessment plan” carefully. If you agree with
the plan, you need to sign it within 15 days and return it to the district/school. Feel free to
discuss any items you don’t understand. If you feel an area of need is not listed for
assessment, you can make a note of it on the plan or talk to the district about it. Once you
return the plan the district will complete the assessment process and develop an IEP with
your input within 50 calendar days (excluding school vacations in excess of 5 days).
Answer: Worst case— The district denies the need for an assessment. The district must
provide you with “prior notice” when it refuses to initiate the assessment.
Question: What will the notice tell me? *
Answer:
1. A description of the actions proposed or refused by the school district
2. An explanation of why the action was proposed or refused.
3. A description of any other options considered and the reasons those options were
rejected.
4. A description of each assessment procedure, test, record or report used as a basis
for the action proposed or rejected.
5. A description of any other factors relevant to the action proposed or refused.
6 A statement that parents of a child with a disability are protected by the procedural
safeguards.
*This question and answer is from the California Department of Education, Special
Education Division “Special Education Rights of Parents and Children”, March 2000.
Our next IEP HELP article will cover questions regarding the Psycho-Educational Report.
Let us know if you have any specific questions and we’ll be sure to include them.
With the start of the new school year there is always a flurry of assessments to determine
eligibility for special education and related services such as speech, occupational therapy,
adaptive physical education, and physical therapy. Often there are Individualized
Education Program (IEP) meetings and Americans with Disabilities Act 504 meetings to
get the school off to a fresh start. But teacher conferences are often all that’s needed if a
good plan is in place.
Meeting teachers face to face and going over how the IEP or 504 will be implemented is
a friendly, casual way to answer any questions teachers may have, and the informal
meetings provide an opportunity for you to share what strategies work best for your child.
Let teachers know when it’s easiest to reach you. Try to establish a team approach right
at the start.
Any Questions?
Ever feel like you didn’t know enough to ask an intelligent question? Ever attend an IEP
and there’s a pause in the discussion and then a penetrating gaze from a professional and
out pops, “What do you want? Can you tell us what you want?” Good question. What
are my choices? If this situation catches you off guard, just remember how this works in a
restaurant. “Soup or salad?” “What kind of dressing would you like on your salad?”
“What kind of beverage?” “For here or to go?” We come up with answers based on
experience, personal preference and availability. How do we know what is available? We
study the menu. We ask the staff for menu substitutions. We listen to what others say
about the food. When a new restaurant opens you’ll often hear, “have you tried the new
café? What did you think?”
Your child’s education is worth the time to find some answers but also to know what
questions to ask. Below are some answers to questions that I hope will trigger some
questions of your own. All questions are welcome at FamilySOUP—So give us a call at
751-1925
Concern, Question, Answer
Concern: I’m worried about my child’s reading (math, handwriting, social skills,
articulation, behaviors etc.) He seems to be about two years behind. We’ve talked about
this in Student Study Team (SST) meetings for a year.
Question: What else can be done?
Answer: If SST strategies have not improved performance, it’s time to request an
assessment in the area(s) of concern to determine the scope and nature of the difficulty or
disability in objective terms. The SST may initiate this process, but as a parent you have
the right to request assessment in all areas of concern.
Question: How do I request an assessment?
Answer: Put your concerns in writing and request that an assessment or evaluation be
conducted. Make sure the written request is dated and delivered to your school. If you
would like help putting your request in writing, district school staff are required to help.
Question: What happens next?
Answer: Best case— You will receive a document that describes what kinds of
assessments will be conducted. Review this “assessment plan” carefully. If you agree with
the plan, you need to sign it within 15 days and return it to the district/school. Feel free to
discuss any items you don’t understand. If you feel an area of need is not listed for
assessment, you can make a note of it on the plan or talk to the district about it. Once you
return the plan the district will complete the assessment process and develop an IEP with
your input within 50 calendar days (excluding school vacations in excess of 5 days).
Answer: Worst case— The district denies the need for an assessment. The district must
provide you with “prior notice” when it refuses to initiate the assessment.
Question: What will the notice tell me? *
Answer:
1. A description of the actions proposed or refused by the school district
2. An explanation of why the action was proposed or refused.
3. A description of any other options considered and the reasons those options were
rejected.
4. A description of each assessment procedure, test, record or report used as a basis
for the action proposed or rejected.
5. A description of any other factors relevant to the action proposed or refused.
6 A statement that parents of a child with a disability are protected by the procedural
safeguards.
*This question and answer is from the California Department of Education, Special
Education Division “Special Education Rights of Parents and Children”, March 2000.
Our next IEP HELP article will cover questions regarding the Psycho-Educational Report.
Let us know if you have any specific questions and we’ll be sure to include them.
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