Asking to review the IEP reports that are presented at each IEP is a critical strategy, especially when the IEP is a triennial and many reports are presented. Viewing reports ahead of time both equips you with a greater sense of preparedness in addition to making you feel more comfortable with the multitude of information covered.
Sending your concerns to your child’s special education teacher ahead of time gives the administration as well as the teacher the space to discuss possible options and solutions prior to the IEP. This can make the overall meeting more
Accountability is a very important part of an IEP, and academic goals and goal progress updates should be based on assessments and data collection as described in the IEP. Viewing grade level assessments, work samples, or data collection charts will help to get a better sense of your child’s level of performance, in addition to the alignment of the proposed goals. Be sure to request these materials prior to the meeting, so participants can come prepared.
You are a critical member of the IEP team, therefore your input is imperative to the outcome of these meetings. If you have changes you would like to see (a goal added, services increased, for instance), propose those changes in the meeting and request that they be implemented into the IEP.
Your child may need a specific accommodation or modifications in order to access the curriculum. It is critical to get the input of both the general education teacher as well as the special education teacher when including accommodations and modifications as these changes will often be implemented in both classroom environments. The school psychologist at a triennial meeting may also have meaningful suggestions based on your child’s cognitive profile and processing.
Colleen Arnold, Founder of Arnold Advocacy LLC, is a special education advocate, working with families across Marin to empower students with learning differences through strength-based solutions for both school and home. Colleen specializes in working with students with learning disabilities, autism, attention differences, as well as those with behavioral challenges.