It is news to no one reading this that the pandemic has been a challenging time and has affected schools in a way that distorts a reasonable IEP timeline.
This is especially true in special education. It has brought out the best in some educators, and the worst in many school systems designed to serve students with IEPs.
Among the many things in IEP timelines that went awry were the triennial assessments that were due to be performed and presented between mid-March 2020 and the start of the 2021-2022 school year.
Triennial assessments are the series of tests that must take place at least every three years (more often is fine, less often is not). These series of tests are supposed to document and uncover all areas of suspected disability, and then be used as the starting point to develop plans to address the areas where the student needs support. It is also when the team discusses whether or not the student is eligible for special education. This must take place as part of an IEP team meeting to discuss triennial assessments.
When we speak with school districts about a reasonable IEP timeline, we occasionally get this response: “We can read the entire assessment to you line by line and then discuss baselines, goals, and placement in a one-hour meeting.” Most assessments are between 20 and 60 pages, single-spaced. The area that typically gets “speed read” is the area for the student’s goals and the accompanying and equally important baselines. The quality of your student’s goals is the first thing that suffers without a reasonable IEP timeline. Goals are how we agree on the specifics of how the student will receive support in the areas that they need support and allow us to measure (over the next year) if that support has been adequate. Why would any parent agree to rush that part of the meeting?
In a reasonable IEP timeline, your student’s goals are not rushed.
Rushed goals can often result in your student making little to no meaningful progress over a school year. Or, at times during the pandemic, our clients hear school districts say something similar to this: “We’ll just do a records review and draw up the IEP from that.” During a prolonged period where the teacher has not seen the student in person for six months to a year, we’re going to base the next 1 to 3 years on just looking at past records? This is the antithesis of a reasonable IEP timeline. It is simply not possible for your child to receive a quality education if their school district is not using recent, accurate data to assess your child’s educational needs.
Another important consideration—that went by the wayside during the first large COVID-19 surge—was having the opportunity to have meaningful participation in the student’s placement. This is important for all students with IEPs, and especially those in Specialized Academic Instruction (SAI) classes. Families had no way of knowing if their student was paired with appropriate peers, a teacher in a classroom where the child felt relaxed and ready to learn, or (in some cases) even the most basic things about how their child spent their school day once we returned to in-person learning.
Now things have still not completely opened up yet. At the same time, don’t accept any IEP timelines that occur over an unreasonably short period. You have the right to meaningful participation in your child’s IEP process and placement (where and with whom they attend school). You are a key IEP Team member, and almost certainly the only person on the team who will still be in your child’s life 10 years from now. While we encourage good working relationships with the school, we never forget the important fact that the parent is who has the deepest long-term investment in their child.
For help at your child’s next IEP meeting, more information about special education advocacy services, or for a FREE 20-minute consultation to see if we are a good fit for you, call or fill out our contact form.
As parents, we understand. As advocates, we can help.
Contact Leigh:
408-893-6933
leigh@aspireadvocacy.com