Have you ever:
- Been in an IEP meeting where it feels like the district’s team is talking at you?
- Received a thick pile of reports during an IEP meeting?
- Found information in those reports that surprises you?
- Had district or school staff not acknowledge your concerns or suggestions?
IDEA (Individuals with Disabilities Education Act)
IDEA says, “. . . parents of a child with a disability must be afforded an opportunity to participate in the IEP meetings with respect to (i) the identification, evaluation, and educational placement of the child, and (ii) the provision of FAPE (free appropriate public education) to the child.”
We have seen parents go into meetings and receive 30-50 pages of assessments. Most of us do not naturally speak the particular English dialect found in these assessments, but they are what drive students’ goals, placements, and services. They are critically important.
Requesting Assessments
Always ask in writing for all assessments at least five days prior to an IEP team meeting. We typically write, “In order to have meaningful participation in my student’s IEP, I am requesting a copy of all assessments at least 5 days prior to my child’s IEP.” You never know what the district is going to say, and you need to be ready. We have seen a harsh (and unexpected) diagnosis stun a parent so badly that she found it difficult to participate. Other assessments have born little to no resemblance to the child we were discussing.
Even if all the assessments are spot on, it is always better to go in prepared. Knowing what the district thinks is extremely valuable. It also makes sense to have read the assessments prior to the meeting so you can write questions in the margins and participate in the team discussion about what the results mean.
In most cases, asking for the assessments 5 days early means you will get them 1-2 days early. This still gives you time to read them.
As parents, we understand. As experienced and trained advocates, we can help.