12 Steps to a Successful IEP Meeting

Parent Participation

1.  Review the current IEP.

Has the IEP worked well?  What goals and objectives have been accomplished?  What goals and objectives still need more work?  What are the plusses and minuses of the program?

2.  Write a STRENGTHS/NEEDS list for your child.

What can your child do?  What does he/she like to do?  What does he/she need to be able to do?

3.  Make a list of questions that will help you in writing your child's IEP. 

• What programs have or have not been successful?  Why?
• Has your child had many major changes like operations, changes in the family, changes in medications or treatments since the last IEP was written?
• What academic goals do you think are realistic for your child?
• Does your child need some selfhelp, social and behavioral goals?
• What would your child like to see in the next IEP?
• Which related services (speech therapy, physical therapy, etc.) do you feel are necessary for your child to benefit from his educational program?
• Should vocational goals be written?
• How much time does your child spend with non-handicapped students?  Should he spend more or less time next year?  What skills does he/she need to make this time successful?
• Is this an important transition year?  (for example, from preschool to kindergarten, elementary to middle school, or middle school to high school?)

4.  Decide if you need more information.

Do you know your child's present level of performance?  Have you received progress reports?  Are you aware of testing that may need to be done?  Is it time for a three-year reevaluation?

5.  Get answers to your questions.

If needed, observe your child in the present program or visit some of the classrooms that would be available next year.  Meet with teachers and other staff to find out what they think about the child's needs and the types of programs which would be appropriate.  (Do not limit your options to programs which are currently available.)  Read your child's records.

6.  Write down the goals and objectives you want your child to achieve.   

Ask yourself the following questions:

• What skills would you like your child to learn?
• What can your child be taught at school that would help at home?
• What behaviors can be improved with help from the school?
• What are your main concerns for your child now?
• What are your hopes for your child as an adult?

7.  Make a PRIORITY LIST.

Organize your goals in order of importance to you.  Decide which goals, in your opinion, are necessary for your child to receive an appropriate education.  Organize other issues such as related services and least restrictive environment in order of importance.

8.  Find out who will attend the IEP meeting.

When you are notified of the meeting time and place, ask who else has been invited to attend and if you believe someone providing services to your child has not been included in the meeting, ask that they be invited.  Decide if you want to invite someone for moral support, to make certain you understand all that is happening, or to present additional information.  Let the school know whom you are asking to come with you.

9.  Make sure enough time has been scheduled for the meeting.

Ask how much time has been scheduled for the meeting.  If you feel the time scheduled for the IEP meeting is too short, ask to meet at another time.  Make sure you have enough time to ask questions and share your opinions.

10.  Be ready to support your ideas and requests.

Find information in the records, progress reports, evaluation results and elsewhere to support your ideas or requests.  Know WHY you are making requests or suggestions.  Have a "back-up" plan or suggestions that can be part of "give and take," or negotiation, with school staff.  Understand your "Priority List" of goals so you can "give" on lower ranked goals or issues in order to receive your "highest priority" goals or requests.

11.  Plan for the meeting.

• ORGANIZE your materials. (Reports, letters, etc.)
• WRITE DOWN your questions.
• KNOW what you want to say.
• REVIEW assertive communication skills.
• PRACTICE communicating assertively.

12.  Be Positive.

Assume that you and the school system personnel can work together effectively to develop an appropriate program for your child.  Get anger and frustration out before the meeting.