Steps towards Making a Strategic Plan for Your Next IEP

The following is derived from several presentations that I have made over the last few years.  I follow these steps as a matter of course. It has been my experience that following these steps will significantly increase the potential of reaching successful outcomes for your student/child.

I. Priority Setting

• IEPs are not about defining the entire day or program but about setting critical priority goals.
• Be prepared to define needs in way that relate naturally to the educational setting and are in order of importance. However, remember that the “E” in the IEP is about academics AND social, emotional and functional outcomes in the world.
• Always keep an eye on the ultimate outcome, which is that we want to see our students function in society to the maximum extent possible.

 2. Preparation for the meeting

• Prepare a parent input statement. (see specialedlaw.blogs.com for examples).
• Review and be aware of the order of IEP meetings: discussion of present levels, a discussion of needs and strengths, goals, accommodations and modifications, service minutes, placement, AT, BIPs, transition planning and finally ESY. Have information ready to question and probe and comment on all sections of the IEP, and not get overly focused on the “prime” issue such as placement. Placement is driven by goals that are driven by needs.
• Come to the meeting, when appropriate, with outside evaluations, data and reports to give a more authoritative presentation of your position
• Get all school data: educational psychological reports, CBMs, DIBELS, High Stakes Testing, other reports, behavioral data and understand what it means. A prime question both before and during a meeting is for the data that supports their conclusions. Always seek this data, and follow-up with post-meeting letters until you get this information.
• Pay attention to the details like evaluation criteria, evaluation procedures, and how this goal relates to normative learner standards in the curriculum. These details are frequently overlooked and are prime areas for advocacy.
• Make sure that enough time is allotted for the meeting and use time wisely—e.g. tell charming anecdotes about your child or client in the input statement.
• Always stay focused and do not let them get you off track with irrelevant talk.
• Never ever go alone!

 3. Meeting

• If you are feeling confident sit among them, not on “your side of the table.
• Make sure you have a full sized seat and actual place at the table. Your seat at the table is a right not a privilege.
• Have question written out but prepared to ask spur of the moment questions. Always be prepared to ask for data and probe the legal or policy underpinning for positions that are taken that do not “feel” right or sound right.
• Inquire about methodology especially in the area of reading and writing, and as to the specialized nature of the instruction and the research basis for the instruction. Ask for the research or websites for more information.
• Prepare to defend behavioral issues with reference to deficiencies in the IEP; lack of goals, training or behavioral planning not a “bad student” can be prime reasons for behavioral difficulties.
• Focus on those areas that are obviously data driven and make sure they in fact have data to support that method: e.g. PECS, ABA, Wilson, O-G etc. If they are doing it they should have data.
• Be prepared to ask about staff training to deliver specific methods, and for support that states that training is sufficient: e.g. if they are trained in the methods of Crisis Prevention Institute (CPI) ask them questions about when and how much training and by whom was it given, since it needs to be renewed annually. A 2 day primer in Wilson does not qualify a person to do Wilson.
• Be prepared to know the rules for time-out and restraint in your state as this has become a hot area, and more frequently done and often done wrong, in violation of State law and regulations.
• If time runs out schedule another meeting so that you will have ample time to discuss critical back of the IEP issues like AT, behavioral planning and transition.
• Review the IEP narrative and write follow-up letters with missing information and objections. Too many cases are lost because there is insufficient documentation post-meeting that indicates objections. Silence can be construed to be agreement and used against you down the road. This letter can be one of your most potent advocacy weapons especially as it does not require on the spot discourse, which often can be difficult.

 4. Post Meeting

• Make sure all items promised are delivered.
• Analyze data and share with other providers so the information means something.
• Request clarifications and express objections when the meeting is done, to the extent necessary.
• Know the period for filing due process in your state and how long do you have to invoke stay put.