Family Road Map Guide

sent information on a certain date. Having a dated document to pull out will
prevent lost time and arguments. If these documents are filed in your binder,
mark them with sticky notes on the edges so you can find them when needed.
• Other support materials. Bring any outside evaluations or letters about your
child’s disability, even if you have already given a copy to the school.
• Food and drink. IEP meetings can sometimes go on for hours, and you will not
be at your best when you are hungry and thirsty. As a friendly gesture, some
parents like to bring snack foods or cookies to share. At least make sure that
you have water or your favorite beverage to keep you going.
What to Expect During the Meeting
The IEP meeting may have a written agenda that is passed out to everyone at the
table. If you don’t get one, politely ask the facilitator (that is, the person who runs
the meeting) to list the main points that will be covered. Write them down. You will
need to look at them as the meeting goes on. A typical IEP meeting usually begins
in this way:
Statement of purpose: At the start, a facilitator will usually state the
purpose of the meeting, saying for example, “We’re here today to determine Mary’s
progress in reading.” If this is not the purpose stated in the notice you received,
ask why.
Introductions: Next, everyone present should be introduced by name and
job title. Again, if this doesn’t happen at the start of the meeting, ask for it. (See
“Tricks for Remembering Who’s Who,” page 81.
A summary of your child’s Present Level of Performance: This means
the results of your child’s evaluation(s) and other comments from the people in the
room. This information will be summarized in the IEP document and used to build
your child’s educational program.
Prepare Your Head
Look back at “Practicing
Assertiveness” on page 43
for tips on looking and acting
like a “parent partner.”
If you are nervous about
speaking up in a meeting,
write down a list of points
you want to make and practice
saying them in a strong,
direct way. Ask a family
member or friend to listen
to your points and look over
your list of concerns.
The more familiar you are
with special education terms,
the more confident you will
feel. Flip through your information
file or go to some
of the special education websites
listed in this chapter. If
you are in touch with others
through an advocacy organization
or support group, call
your contact person for a
last-minute boost of confidence.
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