IEP GUIDE FOR PARENTS

https://specialedresource.com/resource-center/7-
steps-iep-process

Wendy Zenteno
BY; WENDY ZENTENO  
 Before we start looking at how to help you prepare for an IEP
meeting we need to look at what it is and why it is so important. We
also need to understand how your role as a parent can have a great
impact on the efficacy of the meeting.
Being a parent is a great responsibility and it can be challenging.
When you have a child with special needs, these responsibilities are
intensified, and you become your
expire/ child’s main advocate. No one
knows your child better than you
and only you have their best interest at heart. So, it is
important to prepare and inform yourself so you can be the best advocate and representative for your
child. The more you know, the better you prepare, the more confident you will be. See Annexe 1 and 2 to
help you prepare.

What is an IEP?
Individual education planning (IEP) is the process whereby teachers, support personnel, and parents work
together as a team to meet the needs of individual students who require a range of supports. The team
develops outcomes or goals based on a student’s current needs and skills and writes the plan for the
school year in the student’s IEP. The written plan is called an IEP.[CITATION Wha19 \l 4105 ]

What is the goal of an IEP meting?

An IEP meeting’s main purpose is to review, revise and update your child’s IEP specifications. It is
usually reviewed before each report card.
It permits for everyone involved to meet and evaluate the progress the child has made as well as the
effectiveness of the tools put in place for your child. It also helps adjust interventions. You can all
monitor a child’s progress all while respecting his or her needs. It is also a way for everyone to share their
observations and suggestions in order to help the child achieve their educational goals.

Who can attend an IEP meeting?

Your child’s school is required to invite you to every IEP meeting. Although you are not obligated to
attend, it is strongly recommended. That will be the time for you to give your input on what your child
needs and what you would like to see implemented. Usually all members of the school that work with the
child will attend, such as teachers, special education technicians and the principal. Sometime the school
may even invite others professionals from the school board, that can be there to offer additional support
and resources or to help with evaluations and complex reports, such as the special services coordinator,
the speech therapist or even the psychologist.
You may invite any professional that works with your child and can contribute to the meeting. The CRDI
educators are often part of these meetings. The child does not attend the meeting unless he or she is old
enough to sit through the meeting. However, he should have a say in what he or she wants to be included
in the IEP. You may request a meeting at any time, and you can have your child assessed privately.
Remember that you do not have to agree with the school on everything and you may seek support form
various associations if you do not feel that your child’s rights are being respected (See Annexe 8).
How to prepare for the IEP meeting
It can be helpful to prepare your questions ahead of time. You may
also want to read on IEP terms and vocabulary to help you follow
through the meeting (see Annexe 5). Always go prepared with pen and
paper as well as all the pertinent documents, such as report cards,
doctor’s reports and specialist’s recommendations. Prepare a list of
questions and suggestions (see Annexe 3). It is a great idea to build an
IEP binder. Keeping everything organized will help you keep track of
your child’s progress (see Annexe 7). binder
Planning and Preparing
A parent is their child’s main teacher and most important role model. You know them better than anyone
else. When you attend an IEP meeting, you are your child’s advocate and representative. So, you need to
make sure that your child’s needs and goals are considered. Your main objective is that your child gets
the best possible quality special education services. You will achieve this by developing and maintaining
a good relationship and partnership with school personnel.
It is important to organize your child’s file and bring it to the IEP meetings, this will show that you are
committed to developing a partnership with the school. Always arrive early for the meeting, this will give
you time to relax and focus on what you want to accomplish. It is also important to try and remain
neutral, our interpersonal style affects the way we behave and can have a negative impact.
Before the meeting:

 Prepare a list of your dreams and expectations

 Prepare your questions
 Prepare a list of Goals you have for your child
 Prepare a list of what is going well at school
 Prepare a list of recommendations or expectations you have
 Prepare a list of problems and solutions
 Bring a list of tools that you feel might help your child

These questions will help you prepare:

 What are their perceptions?

 How do the school members of the IEP team see the problem?
 What do they want to accomplish?
*See Annexe 6 for extra information.

Things to bring:
When attending an IEP meeting you should bring any documents that support your child’s needs and
accommodations, such as:
 Medical evaluations
 Previous IEP’s, if there was a school change.
 Your child’s previous report cards
  Any recommendations written by the professional that work with your child
 Your notes/ IEP binder
 A paper pad and pen
Preparing SMART goals:
You do not need to prepare the goals and objectives but here is some information on what they are so can
follow during the meeting:
What is a goal:
It is the objective that you want your child to accomplish during the school year. Goals are written in a
way that is Specific, Measurable, Achievable, Relevant or realistic and Time-bound.

Is this goal.....

http://www.amazeclassroom.org.au/developing_goals.html

During the meeting:

 Try to be specific and open minded

 If you have a problem, it is important to explain it in neutral and specific way as well as offer
possible solutions to the problem.
 Listen to the school staff and keep their perspective in mind
 Remember to advocate for your child keeping his needs and rights in mind
*Always remember that any situation has two perspectives, yours, and that of the school. In order to
successfully negotiate you must try to understand the school’s position. Before you suggest changes try
and place yourself in their shoes and find common ground to effective solutions.
After the meeting:

 Make requests in writing. If you make a verbal request, be sure to follow up with a letter.
 Make follow-up contacts (phone, email, telephone calls)
 Follow with your side of the recommendations made.
 Update the school on any changes that might affect your child’s success.
 Keep records of the meetings and the school’s actions
*Create a Contact list to keep names and numbers handy, please see Annexe 4 for an example.

*For more tips on how to prepare your IEP binder, please refer to Annexe.

Now that you know and understand what an IEP is you can adequately prepare for this important meeting.
Remember that you cannot know everything but a long as you have an idea of what you want for your
child and what he or she needs in order to achieve that, you have half the work done. When you meet the
school, it will be very helpful to be prepared as it will remove a lot of the stress and will let you have a
more productive meeting. Teamwork is the best way to help your child achieve their goals.
This being said, it can be an overwhelming and stressful process. So, don’t be afraid to ask for help. Try
to seek support form a friend or a professional that understands what you are going through. It is
important that you feel comfortable with the process. Remember that parents with a child who have
special needs are at greater risk of stress related illnesses and depression. So, take your time, get informed
and simply do your best. That is all your child needs. The IEP process is different for everyone and it
doesn’t have to be a scary time. Be confident and try to relax. You can do it!
We have added several annexes to help you prepare. First in Annexe 1 you will find a parent
questionnaire that will help you reflect on who you are and what you want for your child. Transfer that
valuable information into your IEP preparation.
Then in Annexe 2 you will find a questionnaire that will help you get to know your child and specify all
the important facts about him or her that can help create the perfect IEP. These questions can be answered
by one or both parents and can be a great asset to the school as well.
In Annexe 3 you will find several questions that will help you verify if the IEP goals chosen where
accurate and if they answer to your child’s needs and main objectives.
In annexe 4 you will find a copy of a contact list that will help you keep track of the professionals that
work with your child and how to reach them. It is a useful tool to have in your IEP binder and it can be
scanned for safe and easy access through your computer or cell phone.
Annexe 5 will give you some important definitions on IEP jargon. This can help you prepare for the
meeting. Knowing what those terms means can come in handy and make the conversation run smoother.
In Annexe 6 you will find a list of things to remember. This list can be filled out and placed in your IEP
binder to help you stay on track of things. It can be used for every meeting and can even help you track
your IEP meeting’s progress. Feel free to modify it to add any other pertinent information.
Annexe 7 contains step by step instructions on how to create the perfect IEP binder. Created by Amanda
Morin. You may also visit her website for other tips and information.
The last annexe, 8, offers you valuable resources when it comes to helping your child and having their
rights respected.
These annexes are just guidelines to help you through this process, don’t hesitate to change them and
make them your own. After all it is your child’ IEP and you know them better than anyone else.
I hope this booklet was helpful. Good luck!
Annexe 1

Parent Questionnaire

Let’s get to know you...

Who are you, Tell us a little about yourself?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
 
What do you want for your child, dreams, aspirations (don’t limit your self in your answer):

Short term: __________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________

Long term: __________________________________________________________________________

_____________________________________________________________________________________
_____________________________________________________________________________________
 
What are the struggles you have come across while raising your child?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What would be the ideal school scenario for your child’s needs?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

What do I wan to get out of the IEP?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Annexe 2

Personal information
Name: ___________________________ Date of birth: ___________________________
Nick name or preferred name: ________________________________________________
Health concerns: ___________________________________________________________
_________________________________________________________________________
Dietary Restrictions: _______________________________________________________

Behavioural Issues Yes No

Anger outbursts
Aggression
Tendency to disrupt others
Oppositional defiance
Uninhibited sexuality
Specify other socially unacceptable behaviours

Sensory Reactions
Condition Under sensitive Average Over sensitive
Light
Touch
Pain
Smell
Noise
Taste
Crowd/Large group

How your child prefers to communicate

Face to face conversation

With an advocate / friend

With a stranger
 Pictograms

Sign language

EasyRead; guided phonetic reading

Abilities that may be affected by Autism Spectrum Disorder

Average Poor
Balance
Speed of responding
Social conversation
Co-ordination
Short-term memory
Time management
Concentration
Multi-tasking
Complex instructions
Sense of direction
Sleep
Digestion concerns

Following rules

Physical ability/strength
Comments

Your child’s Strengths:

_____________________________________________________________________________________
_____________________________________________________________________________________

Your child’s challenges:

_____________________________________________________________________________________
_____________________________________________________________________________________

Aspirations and goals:

_____________________________________________________________________________________
_____________________________________________________________________________________

Interests, talents, and desires:

_____________________________________________________________________________________
_____________________________________________________________________________________
Annexe 3

Questions to ask about your IEP goals:

 Are the goals clear and understandable?
 Do the goals avoid jargon and undefined acronyms?
 Are the goals written in a positive way?
 “With support, Emily will…”, as opposed to “With support, Emily will not…”.
 Do the goals reference and line up with your child’s present level of performance?
 Do the goals address academic and social areas your child struggles with because of his issues?
 Are the goals standards-based? (Is the desired outcome to reach grade-level academic standards)
 Do the goals address how your child will gain skills?
 Do they identify instructional strategies?
 Can the goals be accomplished within the time frame of the IEP?
 Do the goals list ways to measure progress? (Standardized tests, curriculum-based measurements,
screening, etc.)
 Is it clear what your child will be able to do when the goals are met?
 Do the goals set ambitious, but realistic, expectations for your child?
 Are the goals strengths-based? (Do they use your child’s strengths to help address a particular
need?)
 Did your child have a chance to give input on goals and share information about strengths?
 If your child is in high school, do the goals include transition planning?
 Do not forget to use SMART goals: Specific, Measurable, Achievable, Realistic and Timely.

https://www.lucidchart.com/blog/8-sales-qualifying-questions-to-ask-your-next-prospect
Annexe 4

Contact List
School secretary: Name:
Phone:
Email:
Class room Teacher: Name:
Questions related to assignments, homework, Phone:
class activities etc... Email:
Special Education Technician: Name:
(IEP, support plans, periodic check-ins) Phone:
Email:
Athletics teacher: Name:
Planned sports activities, issues with coaches, Phone:
student-athlete codes of conduct, special Email:
adaptations etc...
Discipline/ Behavioural issues: Name:
Any issues that pertain to tools set in place to help Phone:
your child or consequences he received Email:
(detention, suspension, etc.)
Field Trips: Name:
Special activities (ways to prepare chaperones and Phone:
prevent meltdowns) Email:
Lunch supervision services: Name:
Food (sensory processing issues, food allergies) Phone:
Email:
Social/Emotional Issues: Name:
Coping skills, conflict resolution, crisis Phone:
intervention ETC... Email:
Afterschool Programs: Name:
After hours daycare (supervisor info, activity Phone:
questions, social issues) Email:
Health Issues: Name:
Any questions related to the child’s health Phone:
(daytime rest or breaks, medications) Email:
Specialized educational service: Name:
Any questions related to the special services the Phone:
school board offers the students Email:
School Psychologist: Name:
Phone:
Email:
School speech therapist Name:
Phone:
Email:
Other specialists Name:
Phone:
Email:
Annexe 5

IEP LINGO
Accommodation: This is a change to or in a student’s learning
environment. Accommodations help students learn and show what
they’ve learned by removing barriers. For instance, students who take
longer to answer questions because of learning differences might be
allowed extra time to take a test. Even with accommodations, students
are expected to learn the same content as their peers. https://www.ldatschool.ca/learn-about-
i
lds/accommodations-mods-alt-skill-
Modifications: refer to the changes made to the age-appropriate grade
level expectations for a subject or course in order to meet the needs of
the student.

Adaptations: Changes in educational environments that allow students with disabilities to participate in
inclusive environments by compensating for learners’ weaknesses.

Goals: Simply put the goal is an idea the child is striving to achieve (long term).

Objectives: Objectives break goals down into observable, specific and measurable tasks that target a
skill, behaviour or form of knowledge. Objectives take into account the student's current performance
level of a task and create sequential steps for the student to take to reach their long term goal.

Annual goals: The IEP document lists the academic and functional (everyday) skills the IEP team thinks
a student can achieve by the end of a school year. These goals are geared toward helping students take
part in the general education curriculum. IEP goals need to be realistic and measurable. Many schools
write SMART goals. (SMART stands for Specific, Measurable, Attainable, Results-oriented and Time-
bound.)

Assistive technology (AT): Any device, equipment, or software that helps students learn, communicate,
and function better in school. AT ranges from simple tools (like highlighters) to high-tech software (like
apps that read text aloud).

Behavior intervention plan (BIP): A plan designed to proactively teach and reinforce positive behavior.
Typically, the plan uses strategies to prevent and address behavior that gets in the way of learning. It may
also have supports and aids for the student.

Disability: A condition recognized by the law. To qualify for an IEP, students must have an assessment.
SCC, Special care counselor or Special Education technician:
Is a person who is trained to work with individuals who have different difficulties: physical or
psychological disabilities, conduct disorders, mental disorders, learning disabilities or health problems, to
support their adaptation, their rehabilitation, or their social integration.

Antecedent Behavioral Consequences Chart (ABC): A tool used to create a record of disruptive
behaviors that is utilized as part of functional behavioral assessment (FBA) to help to determine the
triggers of and motivations behind these behaviors. ABCs are used to record what happened just before a
behavior, a description of the behavior itself and the consequence of the behavior.
Annexe 6

Things to remember
Location of the meeting:________________________________________________________________

Date and time: ________________________________________________________________________

What is the purpose of the meeting? ___________________________________________

Who requested the meeting? _________________________________________________

Who will attend the meeting (e.g., teachers, administrators, parent, child)? ______________

What do you want? _________________________________________________________

What do they want? ________________________________________________________

What action do you want them to take? _________________________________________

How motivated are they to give you what you want? _______________________________

What will prevent them from giving you what you want? ____________________________

What are your main concerns?__________________________________________________

How can you alleviate their concerns? ____________________________________________

https://www.mrsdscorner.com/iep-meeting-tips-and-tricks/
Annexe 7

IEP Binder by Amanda Morin

Making an IEP binder is a great way to keep information organized and at the ready when you need it. An
IEP binder can help you prepare for IEP meetings and stay up to date on your child’s progress. This
powerful tool can also help you communicate and collaborate with teachers and your child’s IEP team.
Here’s what you need to get started:

 A three-ring binder
 Six tabbed section dividers
 A three-hole punch

Organizing an IEP binder with your child’s

evaluation reports, IEP, report cards, and other
paperwork may sound like a lot of work. But
this guide walks you through what to gather
and where to put it.
https://organize365.com/warrior-mamas/
Start with the IEP Binder Checklist

Print this IEP binder checklist and put it in the very front of your binder. The checklist has details about
what you can put in each of the tabbed sections in your IEP binder.

The checklist has another very important purpose: You can update it as you add new paperwork. As your
binder grows, this checklist will help you see what you’ve updated and when you updated it.

Label the Tabbed Section Dividers

Label the tabbed dividers for each of the sections of the

checklist: Communication, Evaluations, IEP, Report Cards/Progress Notes, Sample Work, and Behavior.
Keep in mind that if you’re just starting the special education process, you may not have much to put in
each of these sections yet. Over time, here’s what you’ll be putting in each section—and why:

Tab 1: Communication

Print and fill out a school contact sheet and put it in the front of this section. The contact sheet will help
you quickly find and reach out to key people with questions or concerns.

Next is the school communication log. Print one out and use it to help you keep track of meetings, phone
calls, emails, and other important interactions you have with your child’s teacher and school. As you fill
out each entry, be sure to note what was discussed and what was decided.
The rest of this section is for letters and important emails. Put the newest ones on top, behind the
communication log. Why keep printed copies of emails? Having a paper version in your binder means
you’ll have it on hand for meetings, so you can easily find and reference what was said.

As you file letters and emails in this section, remember to include a brief summary of each one in the
communication log.

Tab 2: Evaluations

Start this section with the request or referral for evaluation.

After that, put in your consent to evaluate. Keeping these two
documents together can help you see if the school completes
the evaluation in a timely manner.

Next comes the school-based evaluation report. (It’s handy to

have this in the same section as your request for evaluation, so you can match up each request with the
evaluation results.) If your child has had a private evaluation, include that here too.

Down the road, your child might have another school-based evaluation. If so, file it as a trio that includes
the new request or referral and the new consent form. Put this new set of documents on top of the
previous set.

Also, in this section, you may want to consider flagging key information with paper clips or sticky notes.
Come up with a system that can help you quickly find what you want to discuss with the IEP team.

Tab 3: IEP

It’s a good idea to start this section of your IEP binder with a copy of your rights and procedural
safeguards the school gives you. That’s because whenever you go to an IEP meeting, the IEP team will
offer another copy. It’s important information. But if you show the school you already have it, you can
avoid taking home another big stack of paper!

In this section, file your child’s IEP and the prior written notice for each meeting related to the IEP.
Many schools attach meeting notes to the prior written notice form. Keep those notes here as well as your
own notes from the IEP meeting.

The IEP needs to be updated annually. But you may have more than one meeting a year. And if changes
are made to the IEP, put the newest plan and prior written notice on top, behind the procedural
safeguards.

Tab 4: Report Cards/Progress Notes

The federal law, the Individuals with Disabilities in

Education Act (IDEA), says you have to be updated
on your child’s progress toward meeting IEP goals at
least as frequently as you get progress reports on your child’s general education. Keep these progress
notes and report cards in this section.

And if you want to keep track of your child’s progress on managing-papers/

your own, print and use this IEP goal tracker. It can help
you monitor your child’s progress toward each annual
goal in the IEP.

Tab 5: Sample Work

Use this section to file samples of your child’s homework or classwork that show signs of progress or
concern. It’s a good idea to file samples at least monthly. And just like in the other sections of your IEP
binder, put the newest stuff on top to help you find the most up-to-date information.

Tab 6: Behavior

Start this section with a copy of the school’s code of conduct. Some
teachers may have also sent home class-specific behavior plans and rules.
Keep copies of these here too.

If your child has a behavior intervention plan or behavior contract, file it

next in this section. This is also the place to file disciplinary notices if your
child receives any. Why keep these in your IEP binder? Because kids
have additional rights and protection if the behavior they’re disciplined for
could be related to their disability.

to-encourage-your-students-to-take-
ownership-of-their-learning-with-iep-goal-
tracking.html

Consider Including a Supply Pouch

Since your IEP binder will come to IEP meetings with you,
you may want to add a zippered supply pouch. Stocking it
with some pens and an extra set of sticky notes means you’ll
have one less thing to worry about during your IEP meeting.

And last but not least, remember that organizing your child’s
IEP binder may take some time at first. But once the initial
steps are done, it’s easy to maintain. When it comes to staying
on top of your child’s IEP, the less time you have to spend
hunting for paperwork, the more time you can focus dable-back-to-shool-supplies.html
on questions to ask before and during the IEP meeting.
[ CITATION Ama17 \l 4105 ]
Visit the following webpage for additional information on IEP’s and IEP binders, including an IEP binder
checklist :
https://www.understood.org/
https://assets.ctfassets.net/p0qf7j048i0q/36i2xR7zdUv8DCRFgkiNOd/2e79cd31bb042b71b3b54be931a
62bb8/IEP_Binder_Checklist_Understood.pdf

Annexe 8

Know your child’s rights

As the parent of a child with ASD, you have a legal right to:

 Disagree with the school system’s recommendations

 Seek an outside evaluation for your child
 Free or low-cost legal representation if you can’t come to an agreement with the school
through legal aid services.
 OPHQ representation services

*Remember you are your child’s best advocate and you are not alone.

Here are some contacts that can help you make your child’s rights respected:

Bureau d'aide juridique - Longueuil

101, boul. Roland-Therrien bureau 200
Longueuil, Québec, J4H 4B9
Téléphone 450 928 7659
Télécopieur 450 928-7670
Courriel : longueuilcivil@ccjrs.com
https://ccjrs.com/

Office des personnes handicapées du Québec

309, rue Brock
Drummondville, Québec, J2B 1C5
Téléphone : 1 800 567-1465
Téléscripteur : 1 800 567-1477 children-s-rights-to-be-brought-before-Majlis-MP
Télécopieur : 1 819 475-8753
Courriel : info@ophq.gouv.qc.ca
https://www.ophq.gouv.qc.ca/
Information :
https://www.autismemonteregie.org/

https://www.autismspeaks.ca/
 Grading Rubric
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(70%) contains all the contains all the contains some of the contains some adequately prepare
information the information the information the information the the family for the
family needs to family needs to family needs to family needs to IEP meeting
adequately prepare adequately prepare adequately prepare adequately prepare
for the meeting. It for the meeting. It for the meeting. It for the meeting.
includes forms and includes forms and includes forms and
checklists and other checklists to checklists.
organizational tools facilitate the process.
to facilitate to
process.
Presentation Document is visually Document is visually Document visually
(30%) clear, easy to use, clear but requires unclear and is not
and can be some adjustments ready to be
distributed to family before being able to distributed to family
members be distributed. members.
immediately.

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