1. Understanding Your Child’s Individual Education Program (IEP)
How to have a voice in your child’s IEP meeting: Before, During and After

2. The IEP helps students with disabilities in reaching their goals
The IEP helps students with disabilities in reaching their goals. All students, regardless of age or disability, can be involved in the development of their own IEP.
According to the Individuals with Disabilities Education Act 2004, the IEP must focus on the student’s preferences, interests, needs and strengths
THE IEP
The Individualized Education Program (IEP) is a legal document developed by the IEP team. This team can include:
Parent(s)/Guardian(s)
Student(s) (Important for age 14 & older)
Special Education Teacher(s)
General Education Teacher(s) (Agreement to Excuse)
Administrators (LEA Representative)
Behavior Interventionist
AEA Consultant
School Counselor
Related Service Specialists

3. Key Points to Remember
Five Phases of the IEP Process
Gather Information
Set the Direction
Develop the IEP
Implement the IEP
Review and update the IEP
The IEP document is written specifically for your child
A new IEP is written at least every 12 months
A re-evaluation of services is conducted every 3 years
Parent(s)/Guardian(s) have a right to invite anyone to an IEP meeting
Names of all individuals attending the IEP meeting will be documented on page “A” of the IEP
A DRAFT IEP will be presented at every IEP Review/Re-evaluation meeting, it does NOT mean the form is a finished document
Parent(s)/Guardian(s) may indicate a disagreement on the IEP form
If you need professional assistance with understanding the components of an IEP there are options to consider

4. Equal Voice in Creating the IEP
IEP documents represent shared opinion or consensus of the IEP team
The Team includes students and Guardians as equal partners
Work cooperatively with all members of the team
Always remain student focused

5. IEP MEETING Before The IEP Meeting: At the IEP Meeting:
Ask for a copy of the IEP draft in advance
Ask for a copy of all draft documents
Make all of your requests in writing
Make notes of tasks/skills your child has mastered
Review records and reports from past IEP’s
Collect any current medical information
Collect information on your child’s specific disability
Talk to your child about their interests, likes and dislikes
Know what the components of the IEP include
Make notes about the services you want to discuss
Always consult the Procedural Safeguards Manual
Arrive on time
Take someone with you to the IEP to take notes
Bring a copy of previous IEP(s)
Share your notes, ideas, and information
Bring a copy of articles that may be relevant
Ask questions when you don’t understand
Be polite and assertive
Listen to those who disagree
Make your points clearly
If you disagree – ask that the team include it in the IEP document under Parent Concerns on Page “B”
Always ask for options
Know your child’s abilities and goals
Voice your opinion
Be sure you get a final copy of the IEP

6. Important Components of the IEP
Present Level of Academic Achievement and Functional Performance = (PLAAFP)
Current statement of performance levels (see IEP pgs. B and D)
Measurable annual goals / objectives to address areas of concern
(see IEP pg. D)
Related Services delivery hours – if applicable
(see IEP pg. F)
Testing & Classroom accommodation/modifications
(see IEP pgs. F and G)
Transition Plan (age 14 and older)
(see IEP pg. B living, learning & working)
Extended School Year Services (ESY)
(see Procedural Safeguards Manual)
Placement – where the child will receive their education
LRE = Least Restrictive Environment
SDI = Specially Designed Instruction
Important Components of the IEP

7. THE PLAAFP
Present Level of Academic Achievement and Functional Performance
Required Components
The student’s strengths, interests and preferences
The unique needs of the student
How the student’s disability affects involvement/progress in the general education curriculum
Parent(s)/Guardian(s) concerns
Other Information Essential to the students needs
Course of Study
Transition Information (age 14 and older)

8. TRANSITION TRANSITIONS
In an IEP, a “Transition Plan” refers to a federally mandated plan that addresses the transition from School to Adult Life (Career, Post-Secondary Education & Independent Living)
Planning is mandated to begin no later than the first IEP to be in effect when the student turns 14
The student must be involved in making these plans if at all possible
TRANSITIONS
Early Intervention to Preschool
Preschool to Elementary School
Elementary School to Middle School
Middle School to High School
High School to Adult Life

9. Do the goals address the needs that are identified in the PLAAFP
GOALS & OBJECTIVES
Do the goals address the needs that are identified in the PLAAFP
ARE THE GOALS…
Specific
Based on needs (both academic and functional) and identified in the PLAAFP
Measurable
Progress is objectively determined at frequent, defined data points
Attainable
Realistic, related to the most critical needs, achievable in one year
Relevant
With a Standards’ outcome in mind
Time-Bound
Clearly defined beginning and ending dates; within one year

10. MEASURING GOALS Examples of ways to measure progress Tests
Daily work samples
Portfolio
Benchmark tests
Statewide assessment information
Objective evaluation
MEASURING GOALS

11. How will I know how my child is doing on each goal?
HOW WILL YOU KNOW?
How will I know how my child is doing on each goal?
Reporting Progress…
IEP must state how the student’s parents will be regularly informed of their child’s progress toward the annual goals
Regulations require that the frequency of reporting must be at least as often as reporting for parents of general education peers

12. RELATED SERVICES
Related services supplement that activities provided in the classroom. These may include:
Advocacy
Assistive technology
Audiology
Counseling Services
Occupational Therapy
Physical Therapy
Psychological Services
Speech-Language Therapy
Social work
Heartland Area Education Association (AEA)
&
Parent Educator Connection (PEC)

13. LEAST RESTRICTIVE ENVIRONMENT
“LRE”
When deciding Special Education Placement: The most appropriate placement in the Least Restrictive Environment
This means, as much as possible, with general education peers. This will be determined after the goals and objectives have been developed. Many school districts provide a range of placements, and the team’s goal is to decide which is the most appropriate.
The IEP must state how much time the child will spend in the general education classroom and how much will be in Special Education classes and/or Related Services.

14. ACCOMMODATIONS
Accommodations might be necessary to measure academic achievement and functional performance on State and District wide assessments.
What ever accommodations are selected for testing use are the same ones to be used for classroom instruction.

15. POST IEP MEETING WHAT TO DO AFTER THE MEETING
Read over the final draft of the IEP and ask questions
Look at your child’s schoolwork daily
Monitor progress of IEP goals & objectives
Schedule conferences with various educators… when necessary
Meet with parent support groups
Plan for future goals
WHAT TO DO AFTER THE MEETING

16. MORE MEETINGS?
You will meet annually to update your child’s IEP. It must be on or before the “Annual Date” of the previous IEP
You can update or make changes to the IEP at any time. You just need to request a meeting
You will meet every 3 years to see if your child is still eligible for Special Education Services. This is called a “Re- evaluation” and it is possible your child will go through an assessment (testing) process

17. ANSWERS & SUPPORTS
Where can family’s find answers to IEP questions/concerns
Your child’s Special Education Teacher
Your Schools Behavior Interventionist
Your Area Education Association (AEA)
Your Parent & Educator Connection (PEC)
Your Schools Administrator
Your Districts Special Education Director
The Iowa Department of Education
Ask Resource Center
Community Support Groups

18. Outside Agency Supports
Where to start?
State of Iowa Resources
County Resources
Case Management/Coordination Services
Employment, Residential, Respite/Supported Community Living (SCL)
Disability Support Groups
Advocacy
Therapy Services (Counseling, Physical Therapy, Occupational Therapy, Speech Therapy)
Nursing, Homecare & Supplies
Child Care
Legal Services / Financial Services
Miscellaneous Services
Recreation/Leisure Activities & Camps
Volunteer Activities
Education Opportunities

19. NEVER BE AFAID TO ASK QUESTIONS?
Randy Dohmen
Learning Supports & Family Engagement Coordinator