The time leading up to your first IEP meeting can be stressful. What will happen at the meeting? Will your child get the services they need to succeed in school? Will the school district attempt to obstruct your child’s access to services? Here are some things you can expect at your first IEP meeting.
Reports on your child is standard for an IEP meeting
At the beginning of your first IEP meeting, your school district will hand you a huge pile of assessments on your child. The person who wrote out the report on the assessments will then read them to you. These reports can amount to 60 pages of single-spaced text, though they can be longer. These reports can be used to establish baselines and goals for your child’s IEP.
LOTS of reports and assessments in the IEP meeting
Didn’t we just talk about reports? Yes. The reports are full of important information on your child. These reports are detailed and thoroughly examine your child’s current level of education, ability, and progress. When the school district takes time to read the reports to you, it takes up large chunks of time. This leaves less time to discuss goals, supports, or services for your child.
If you have read our previous posts or watched any of our how-to videos, you will know to ask for the reports in advance. Ask in writing! Receiving the reports ahead of the meeting gives you time to process them, make notes, and make informed decisions about what you think is important to discuss at the first IEP meeting. Having the reports in advance also gives you a much better idea of what to expect at the first IEP.
Eligibility Discussion for your child’s IEP
After the team discusses the reports, the IEP team (which includes YOU) determines whether your child is eligible for an IEP. Sometimes the assessments clearly state the assessor’s opinion that your child is eligible. Every student must meet state and federal eligibility criteria under one of 13 qualifying conditions.
Sometimes, the report may imply your child is not eligible or come right out and state that they are not eligible. In other reports, the wording may be more ambiguous. In all cases (unless you agree with what they have written), there is room for robust discussion. Read the reports carefully for what they do and do not say. This will help you make a case why the student qualifies for an IEP. However, if this is your first IEP meeting, we recommend you bring an advocate to help parse through the extreme volume of information you’ll receive in the reports.
As advocates, we have been in IEPs where the parents and we are the only ones who are convinced that the child needs an IEP. Often, we can persuade the rest of the IEP team. In all cases, whether a student qualifies for an IEP is always a team discussion. Some school districts need a nudge to remember that.
Once you have determined eligibility: it is time for goals, placement, supports, and services.
For more information about special education advocacy services, please call or email via our contact form for a FREE 20-minute consultation to see if we are a good fit for you.
As parents, we understand. As advocates, we can help.