Site Map Contact Public Forum Home SAC Logo Student Advocacy Center
EducationAbout UsSample LettersPreventionSystem StruggleQuickGuidesLegal ResourcesCommon Problems

QUICKGUIDES : Successful IEP

The Individualized Education Plan (IEP) should outline:

  • the child's disability and needs
  • short and long-term goals for the child
  • what services will be provided
  • how to best serve the child in the Least Restrictive Environment (LRE)
  • the date the services begin and their duration
  • how often and for how long the services will occur
  • active participants in the child's program
Examples of Goals

Annual Goal - a general statement of the desired progress and outcomes for the school year
ex. Joseph will be able to complete half of his in-class reading assignments during the school day.

Short-Term Goal - A specific statement regarding the child's progress in the program.
ex. By February, Joseph will be able to complete half of his in-class reading assignment during the school day.

Examples of Services

  • Speech Therapy for 30 minutes daily in a group of three children with the speech therapist.
  • One hour of reading assistance each week in a Resource Room with a group of six students.
  • A classroom assistant or para-professional will provide support during all in-class mathematics assignments.
Other Possible Services Provided in Individual or Group Settings
  • Audiology
  • Counseling Sessions
  • Mobility Training for Visually Impaired
  • Music Therapy
  • Occupational Therapy
  • Physical Therapy
  • Psychological Services
  • Recreational Therapy
  • School Health Services
  • Social Work Services
  • Speech Therapy
  • Transition Services
  • Transportation Services
A Parent's Role in the Evaluation/IEP Process
  • Report your concerns regarding your child's education.
  • Help the IEP Team by presenting an accurate picture of what the child is like at home.
  • Don't be afraid to ask questions! If you do not understand something, ask for an explanation.
  • Listen to and encourage a discussion of all possible options to assist the child.
  • The IEP must be signed by the parent. You also have the option to disagree. Be sure to review the IEP (take it home and look over it) before signing it.
What Parents should bring to the IEP
  • Any questions or concerns you may have.
  • Personal observations about your child's frustrations, strengths, or safety needs.
  • Relevant medical records or evaluations, recent examples of school work, the current/previous IEP (if your child has already been certified Special Education).
  • Ideas about what the school and family can do for the child to ensure progress.
After the IEP
  • Communicate often with the principal, special education director, school social worker, and teachers to track your child's progress.
  • Give both positive and critical feedback of how the child is progressing in his/her program.
  • If you feel the IEP is not sufficiently serving the child, contact the school and arrange another IEP team meeting.

Remember, the key to obtaining in-school supports for your child is positive and effective communication! Make your voice heard!

 

Home Page| About Us |Education| Common Problems|SAC Programs| Resources| QuickGuides | Sample Letters |
Support SAC | Contact Us

© 2007 Student Advocacy Center of Michigan
1921 West Michigan Ave.
Ypsilanti, MI 48197