Family Road Map Guide

the classroom for part of the day. Others may be placed in special classrooms
at the regular school or in special schools with other children who have similar
disabilities. In some cases, a teacher comes to teach a child at home for a short
period. Sometimes, a child with problems the school can’t handle must be placed
in another facility.
Here are some things to remember about this important document:
• Signing this form means you give permission for those actions. To make sure
you understand what you are signing, the school system is required to explain
all parts of the IEP document to you. The school system must also provide a
foreign-language or deaf interpreter if you ask for one.
• You do not have to sign the IEP document if you do not agree with the decisions
proposed by the school system. If you disagree, you and the school will
need to meet again to work out your differences.
• If you still can’t agree, the IDEA 2004 law and state procedures offer ways for
you to appeal. You can also appeal if the school system does not carry out
the plan as promised. However, you and the school system must make every
effort to agree on a plan.
• What happens when you don’t agree with the school’s recommendations may
depend on what state you live in. It’s a good idea to learn more about education
SYSTEM BASICS in your area. Local advocacy groups and your state’s
Department of Education website may be two good places to start.
• Showing written evidence that you have made a good-faith effort (tried to
be fair, sincere, and involved) is important in case you ever need to file an
appeal to get your child services. This effort will also help to create a good
relationship with the school so the plan will work better. (See more about
written evidence in “Tips for Writing Letters.”)
Step Six: The school system meets with you once a year to
review the IEP.
A new IEP must be completed and signed (in most states) one year from the date
the old one was signed. At this meeting, the goals and objectives are reviewed to
see what progress your child has made.
Goals may be added in, taken out, or changed in some way. Based on the
new set of goals, the IEP team considers whether your child’s placement or services
need to be changed. The IEP team always includes YOU.
Be aware that an IEP can be changed more than once a year. If your child’s
condition changes or the plan isn’t working well, either you or the school can request
a meeting to revise the IEP at any time.
Sometimes the parent and school can agree (in writing) to small changes
without holding a meeting. However, you can always ask for a meeting if you feel
Who’s on the IEP Team?
Many school providers may
be needed for your child’s
IEP meeting. Most often,
they include:
• Principal;
• School psychologist;
• Classroom teacher
(often, this is the homeroom
teacher if your
child is in middle or high
school);
• Any specialists that have
tested your child or who
have special knowledge
about the issues;
• Special education
teacher;
• Supervisor, in some
cases;
• Someone from a special
classroom or school if
the school system is
proposing such a placement
for your child;
• You, and
• The child, beginning
at age 16, or younger
when necessary.
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