'Tis the Season: 4 must-ask questions at your child's IEP meeting

The Individualized Education Program (IEP), required by federal statue, are usually written based on the school year. With the 2022-2023 school year coming to an end soon, you may be receiving notification about an upcoming IEP meeting to plan for the 2023-2024 school year. The IEP is a plan tailored on the educational needs of each child with a disability. 

Two hearts

The IEP is considered “the heart" of the Individuals with Disabilities Act (IDEA), and “the heart” of each IEP is measurable goals and objectives, benchmarks, progress markers. It is important to remember that your child's IEP is most effective when you have a cohesive team of yourself, your child's educators, and other professionals who are working together with your child's best interest as top priority. 

However, as an advocate for parents and guardians of children with special needs, I am often asked: How do I make the most of my child's IEP meeting? Here are some talking points to lead off your child's next meeting:

What progress has my child made this school year?

This question will help both you and your child's IEP team determine what has worked and what has not been as successful. I like to tell parents that this question determines what skillsets their child has shown improvement on and which skillsets could their child be more successful in if the right opportunities were available to them. This will also indicate your concern about enhancing your child's education.

What are my child's annual goals for next year? 

Annual goals help set the direction for a student's education. When setting annual goals, your child’s present level of performance (baseline information information) is used. Unless your child’s total program is special education, annual goals are written for the specifically designed instruction your child receives.

Annual goals provide a method for determining how the anticipated outcomes are best met and whether or not their placement and the services they are receiving are appropriate to their special needs. Annual goals have three parts: (1) the child; (2) what the child will be doing; and (3) to what level/degree.

An idea to think about when discussing your child’s annual goals is “the potato test." Sometimes, the potato test is used to determine whether a student is eligible for an IEP, as it is a simple but effective way to assess a student's ability to perform basic life skills, such as peeling and cutting a potato. During the test, the student is typically asked to peel and cut a potato using a knife and other kitchen tools. The evaluator observes the student's ability to complete the task safely and independently, as well as their problem-solving skills and attention to detail.

Similarly, your child's annual goals should inform the development of goals and accommodations that may be included in your child's IEP. Read these two annual goals and see if you can determine which one “passes the potato test."

• Annual Goal #1: Jack will attend music class.

• Annual Goal #2: Jack will attend music class and given homework assignments within his capabilities, as well as complete and submit each assignment at a level judged as satisfactory by his teacher.

Annual Goal #2 is the correct answer. 

What should my child be doing?

This opens up discussion on the the demands your child will face in the next school year. The intent of this question is to determine the areas of the general curriculum where your child, because of their disability, is having difficulty. You can also ask about what you, as a parent, can do to assist with your child's educational experiences (i.e. homework, hiring a tutor, etc).

Success truly does breed success, and your child will not be able to be successful if the right opportunities are not available to them. As a parent, you need to ask yourself, "What resources do I have available or whom else can help me?"

What other areas are difficult for my child?

With this question, you should find out about your child’s behavior, communication, motor, self-help, and social-emotional concerns. Consequently, you should then be able to determine what resources the school, district, and/or staff needs to acquire to meet those needs.

The IEP is most effective when a cohesive team of parents, educators, and other professionals work together with the child's best interest as a top priority. During IEP meetings, you should ask questions about their child's progress, annual goals, and other areas of concern. By asking the right questions and being actively involved in the IEP process, you can help ensure that your child receives the best possible education and support. 

If you feel overwhelmed or unsure about your child's IEP, I can help. As a special education consultant with over 35 years in special education, I can assist you in navigating the IEP process and ensuring that your child receives the education and support they deserve. Your child's education is too important to leave to chance, and I am here to help you every step of the way.

Don't hesitate to reach out and schedule a consultation on my website.