Lakewood School District - SEPAG

Understanding the IEP - Quick Overview of the Special Education Process

1. Identification - A student may be referred for evaluation by a parent or school staff if there are concerns about learning, behavior, or development.

2. Evaluation - The school conducts assessments (academic, psychological, speech, etc.) to understand the student’s strengths and needs. Parents must give consent before testing begins.

3. Eligibility Meeting - After evaluations, a team—including parents—meets to decide if the student qualifies for special education under one of the disability categories.

4. IEP Development - If eligible, the team creates an Individualized Education Program (IEP) that includes:

• Goals

• Services (ex: speech therapy, resource room)

• Accommodations

• How progress will be measured

5. Services Begin - The student receives the supports and services listed in the IEP. Teachers and providers implement the plan in the classroom.

6. Progress Monitoring - The school regularly tracks and reports the student’s progress toward their IEP goals.

7. Annual Review - At least once a year, the IEP team meets to review and update the plan based on the student’s growth and needs.

8. Reevaluation - At least every three years (or sooner if needed), the student is reevaluated to determine continued eligibility and services.

Parent Rights & Special Education Law - How to advocate respectfully and effectively

1. Build Positive Relationships

• Start with kindness and assume good intentions.

• Thank teachers and staff for their efforts.

• Collaboration works better than confrontation.
  
  

2. Stay Informed

• Learn the basics of the IEP process and your rights.

• Read reports and ask questions if something is unclear.

• Bring notes or examples to meetings.
  
  

3. Communicate Clearly

• Use calm, specific language.

• Focus on your child’s needs, not blame.

• Put important requests in writing (email works).
  
  

4. Be Prepared for Meetings

• Review the IEP beforehand.

• Bring a list of concerns and goals.

• Ask for explanations in plain language when needed.
  
  

5. Use Data, Not Emotion Alone

• Share work samples, behavior logs, medical notes, or observations.

• Discuss what has worked and what hasn’t at home.
  
  

6. Ask Collaborative Questions

Instead of demands, try:

• “How can we work together to support…?”

• “What options do we have for…?”

• “Can we try this for a few weeks and review progress?”
  
  

7. Keep the Focus on the Child

• Center the conversation on what helps your child learn and thrive.

• Avoid comparisons to other children.
  
  

8. Follow Up

• Summarize next steps in an email.

• Check in regularly, respectfully, and constructively.

Parental Rights in Special Education (PRISE)

Spanish Parental Rights in Special Education

Special Education Administrative Code