IEP Strategies

Navigating School Meetings

© 2008 Laura Lum Corby

© Solution Center, Inc.

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IEP Strategies
What does IDEA Provide:
◦ Part B
School-based Services
Ages 3 – 22 years
Focus on Educational Outcomes
◦ Part C
Early Intervention Services
Birth to Age 3
Focus on Natural Environment

© Autism Solution Center, Inc.

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IEP Strategies
Who makes up the team involved
in the meeting?
◦ The team includes …..
◦ Ladies, take a man to the meeting! If
hubby can’t go, take the gardener!

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IEP Strategies
Who determines what’s
appropriate for the child?
◦ It’s a TEAM decision
A team decision means the entire TEAM
has played a role in determining the
proper outcome and provision of service.
This DOES NOT mean that the LEA
representative dictates what is going to
be done, and no discussion or input is
provided by the remainder of the TEAM.
Consider using the round-a-bout
discussion method

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IEP Strategies
 How are those decisions made?
◦ Evaluations are performed
◦ Recommendations are made based on
evaluation results
The recommendations MUST be made based on
outcomes of the evaluations and based on individual
need, not based on what that particular system has
available, or is choosing to offer.
School staff meetings that happen before the TEAM
meeting, to decide what they will and will not do in
advance, are illegal. The parent should be a part of
that process and any decision making on behalf of
that child.
Be aware that often teachers, aides, and therapists
are caught in the middle.
Example: A speech therapist is told in advance of the
meeting by the school LEA representative that they are not
allowed to advise more than “x” number of hours in a
particular setting. That is illegal, yet it happens all the time.

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IEP Strategies
◦ How are those decisions made?
(cont’d.)
◦ Goals & objectives written
Goals and objectives MUST BE
MEASURABLE. Require they be written
very specifically, in terms that can be
measured, and don’t allow for
generalities. Broad goals make it very
difficult to show lack of progress. Be
specific and have them change the
wording.
Don’t allow for method of determination
to be teacher observation only. There
needs to be adequate, objective data to
show progress, not just a subjective,
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IEP Strategies
 Whatif I disagree with the
recommendations of the team?
◦ Unfortunately, the current law places the
burden of proof on the family. That means that
if you feel the school is not appropriately
providing for your child, you have the
responsibility of showing them why what they
are doing is inadequate, and proof that what
you are requesting will be appropriate. DO
YOUR HOMEWORK! This is also where data can
be your best friend! A solid paper trail can
often be your best ally in these instances.
Never use the word BEST, you only want what’s
APPROPRIATE for your child!
They are not required to give you a Cadillac, but they also
cannot give you a jalopy. You may have to settle for a Ford
or Chevy!

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IEP Strategies
◦ What if I disagree with the
recommendations of the team? (cont’d.)
◦ Ask for explanations as to HOW they
arrived at their decisions.
Example: Mrs. Jones, I promise I’m not trying to
be a jerk here. I am just really having a hard time
understanding how the decision was made to
provide one half hour of speech therapy per
week, in a group setting, for a completely
nonverbal child, functioning on an 18 month old
level. I’m sure you must have your reasons, but I
would just really appreciate you explaining this to
me in a way I can understand it. After all, this has
a direct impact on whether or not my child will
eventually be functioning as an independent
adult, so I feel much weight must be placed on
these decisions. Can you please tell me what
other tools or resources you used to lead you to
this decision?
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IEP Strategies
◦ What if I disagree with the recommendations of
the team? (cont’d.)
◦ Anytime a request is denied, your response
should always be:
Wow! Really! Ok, well I am just shocked, but I
understand. Do me a favor though, I need you to put
that in writing on your letterhead please, along with
your reasoning for the denial. (Insert loud screech
and rapid back peddling here!)
◦ Parents can request Individual Educational
Evaluation (IEE) that can be through the
provider of THEIR choice. This does not have to
be from a list of agencies or providers
contracted by the school system. This is also
paid for by the school, not paid for by the
parent and reimbursed by the school, which
could potentially make it inaccessible to many.

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IEP Strategies
 Positive Strategies For Change
◦ Tape Record ALL Meetings
Don’t hide it! Let them know you are taping. This is your
legal right, though check your state statutes for recording
conversations.
 
◦ Document Everything In Writing – He With The Most
Documentation Wins!
Send initial meeting request letter in writing
See Templates – outline expectations & document reasoning &
research.
Phone Calls
When phone call is finished, immediately type a letter recapping
what was discussed and by whom.
Meetings
After meeting, immediately type a letter recapping what was
discussed and by whom. Don’t forget to quote any areas you feel
could be potential breaches. The tape will be helpful here.
Conversations in the hallway!!
After conversation, immediately type a letter recapping what was
discussed and by whom.
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IEP Strategies
Positive Strategies For Change (cont’d.)

Keep all papers sent home from school

You will need documentation to support your progress, or lack thereof.
Notes from teachers about behavior, handwriting samples, etc. can be
extremely helpful in these cases.
Request a journal be kept documenting their day. This does not need
to be a dissertation, only a few sentences about what they are working
in and any difficulties during the day or areas that need special
attention. It is ideal to have both the teacher, and any therapist
providing pull-out services, documenting their time that day. If there’s
no documentation of the session, it didn’t happen.
Always list your dissent on the IEP/IFSP you sign if you are
not in agreement. Sign to show you were present, but list
what you are in disagreement on, and not just in the notes.
Speaking of notes, make sure ALL services are listed in the
actual IEP/IFSP document under services, NOT in the notes.
The notes are not actually a part of the legal IEP document.
Provide Accountability
Original letter goes to school IEP team
Carbon copies go to the following:
School Board
County/City School Special Ed. Dept. Supervisor
State Dept. of Education Special Ed.
State representatives
State Governor
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US Dept. of Education