Create an IEP Binder to organize your child's documents:
Notify your case manager at least 24 hours prior to the meeting that you will be TAPING the meeting.
Be non-confrontational; use the "Columbo Approach" or quizzical approach to make your point.
Request copies of any evaluation reports prior to the meeting. Review and understand them prior to the meeting. Seek help in interpreting them if needed.
Both parents should attend the meeting. You are also entitled to bring other people to the meeting provided you let your case manager know prior to the meeting.
Read and listen to everything district says about your child it may support your position. Then ask questions to ferret out answers, e.g. "I'm confused I thought her last progress report indicated that Julie was regressing in reading so isn't this the wrong time to stop her Wilson reading program?"
NEVER, EVER sign the IEP at CST meeting you have 15 days to review it and respond.
"STAY PUT" - IF the district proposes to change your child's PLACEMENT or PROGRAMMING and you DON'T want it changed you have 15 days from the date you received the district's written notice of the change (may be separate Notice in Lieu of IEP or may be the IEP) to file for due process/mediation. If you file during the 15 days your child's existing IEP STAYS in place until the due process petition is resolved.
An IEP is a LEGAL CONTRACT for the implementation and delivery of your child's individualized special education programming and related services. One must be developed for every student found eligible for special education services. The IEP should determine, based on all the current information about student including review of academic achievement and functional performance, an appropriate program designed to remediate and accommodate the student's needs. The IEP must contain a statement of your child's current academic and functional performance, i.e., grades, standardized test scores, classroom teacher's description of performance in class, statement of social and emotional functioning in school. The IEP must contain a comprehensive description/listing of the services to be provided to the child, i.e. use of aide, assistive technology, therapies (speech, occupational, and physical therapy). The District should also be clear in detailing what additional in-class teaching techniques or classroom modifications will be utilized by the teacher/aides/staff to accommodate the child. The IEP must contain individual goals and objectives designed to remediate your child's deficits:
An appropriate placement for your child should be determined AFTER appropriate programming is developed, not the other way around. The IEP is developed at IEP meeting (discussed below) and the parents, who are members of the IEP Team, should attend, participate and provide written parental concerns to the district for incorporation into the IEP.
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