Individual Educational Plans (IEP)

How Do I Prepare for the IEP Meeting As A Parent?

IEP (Individualized Education Program) meetings are an important time for you and the school team to come together and plan how to best support your child’s learning needs. Whether you're attending your first IEP meeting or you've been through the process before, preparing ahead of time can help you feel more confident and make sure your child gets the services and support they need.

Here are some things to consider and prepare before the meeting:

Understand Your Child’s Current Needs

• Think about how your child is doing both academically and socially/emotionally.

• Are there certain areas where they’re struggling or excelling?

• What changes have you seen since the last meeting?

Review the Current IEP (if there is one)

• Look over the goals, services, and supports listed.

• Are the goals still appropriate?

• Has your child made progress toward these goals?

• Are any services (like speech therapy, occupational therapy, or assistive technology) missing or no longer needed?

Write Down Questions or Concerns

You can bring these to the meeting. Some questions to consider:

• How is my child being supported in the general education classroom?

• Are the special education services helping my child make progress?

• How are the general education and special education teachers working together?

• Are there new supports or strategies that could help my child?

Share What’s Working at Home

You know your child best! Share:

• Strategies that help your child stay focused or calm

• Strengths and interests you’ve noticed

• Challenges you’re seeing outside of school

Who Will Be at the Meeting

The IEP team usually includes:

• A general education teacher

• A special education teacher or intervention specialist

• A school district representative

• A specialist (like a speech or occupational therapist), if needed

• You, the parent or guardian – your input matters most

You can also bring someone with you (a family member, advocate, or support person) if it helps you feel more comfortable.

Don’t Be Afraid to Speak Up

• Ask for explanations in plain language if something is unclear.

• Take your time – you can ask for a break or a follow-up meeting if needed.

• Remember: you are an equal part of the team, and your voice matters.

Questions You Might Ask During the IEP Meeting:

• What progress has my child made since the last IEP?

• How are services being delivered?

• How will the team track and report my child’s progress?

• Are there goals that should be added or changed?

• What support or training is available for teachers working with my child?

Final Tip:

After the meeting, you’ll get a copy of the updated IEP.  Read through it carefully.  If something doesn’t seem right or needs clarification, it’s okay to follow up with the school.

Preparing for the IEP meeting helps ensure that your child gets the support they need to grow and thrive. Your input makes a difference—thank you for being an active part of your child’s education journey! 

• Specific goals based on your child’s needs
• Descriptions of the specially designed instruction your child will receive to meet those goals
• Who will provide the instruction, how often, and where it will take place

• How your child is taught
  (e.g., using visual supports, breaking tasks into smaller steps, hands-on learning)
• What your child is taught
  (e.g., focusing on specific reading or math skills they haven’t mastered yet)
• Where your child is taught
  (e.g., in a small group, in a resource room, or in the regular classroom with support)

• A student who struggles with writing might get instruction using graphic organizers and step-by-step models.
• A student with a reading disability might receive explicit, phonics-based reading instruction in a small group.
• A student with ADHD might be taught self-monitoring strategies and use visual checklists to stay on task.
• A student with autism might be taught social skills through role-playing or visual stories.

What are Related Services?

Related services include developmental, corrective, and supportive services required to help a student benefit from special education. These may include:

• Adapted Physical Education

• Occupational Therapy

• Physical Therapy

• Speech and Language Therapy

• Audiological Services

• Interpreter Services

• Orientation & Mobility

• School Psychological Services

• Transportation

• Job Skills Training

• Nursing Services

• Classroom Assistants

What Are Accommodations and Modifications in My Child’s IEP?

Both accommodations and modifications are tools used to help your child succeed in school, but they do different things.

Accommodations: Changing How Your Child Learns

Accommodations don’t change what your child is expected to learn. They just change how the learning happens.  They help your child access the general curriculum and show what they know; without lowering expectations.  Think of accommodations as giving your child the tools they need to work around their challenges.

Examples of Accommodations:

• Extra time on tests or assignments

• Taking tests in a quiet room

• Using a calculator for math

• Audiobooks or text-to-speech

• Preferential seating (e.g., sitting near the teacher)

• Visual schedules or checklists

• Breaks during class or testing

Modifications: Changing What Your Child Learns

Modifications do change what your child is expected to learn. They are used when a student needs to learn different content or at a different level than their peers. This is more common for students with significant learning needs.  Modifications change the expectations so the child can learn at a level that’s appropriate for them

Examples of Modifications:

• Shortened assignments or tests

• Using lower-level reading materials

• Being graded on a personal scale (not the standard grade level)

• Alternate assignments that focus on different skills

Important Notes for Parents:

• Your child can have accommodations, modifications, or both in their IEP.

• Accommodations are more common and often used for state testing and classroom learning.

• Modifications are more significant and may affect things like graduation requirements or eligibility for a diploma—so it's important to talk with the IEP team about long-term goals.

Questions to Ask at Your Child’s IEP Meeting:

• What accommodations are being provided, and how will they help my child?

• Are any modifications being made? If so, why?

• How do these supports help my child stay on track with their learning?

• Will these affect my child’s path to graduation?

What Does Least Restrictive Environment (LRE) Mean for My Child?

Least Restrictive Environment (LRE) is a key part of the Individuals with Disabilities Education Act (IDEA)—the federal law that protects your child’s right to special education.  In simple terms, LRE means your child should learn with their peers who do not have disabilities as much as possible, while still getting the services and support they need to succeed. In other words, Your child should not be removed from the general education classroom unless their learning needs cannot be met there, even with support.  LRE is different for each child. It depends on their unique needs; not just their disability label.

Here are some examples of LRE placements:

• General education classroom full-time, with or without support (like a co-teacher or accommodations)

• General education classroom part of the day, and small-group special education support for certain subjects (like reading or math)

• Special education classroom for most of the day, if needed

• Separate school or program, only if the student’s needs are very intensive and can’t be met in a regular school setting

Important Things to Know:

• The IEP team (including your input as the parent!) decides what LRE looks like for your child.

• The team must start by considering the general education setting and only move to a more separate setting if it’s truly needed.

• Schools are required to provide supports and services (like a paraprofessional, assistive technology, or modified curriculum) to help your child succeed in the general classroom before considering more restrictive placements.

Questions You Can Ask at the IEP Meeting:

• Can my child succeed in the general education classroom with support?

• What services can be added to help them stay in that setting?

• How will my child interact with peers who don’t have disabilities?

• If my child is pulled out for some services, for how long—and why?

• How will we know if a more or less restrictive setting is working?

Least Restrictive Environment is about giving your child the opportunity to learn, grow, and socialize with all students, while still getting the help they need to succeed. You are an important voice in making sure your child is included and supported in the best way possible. 

Will my child have to take state tests if they have an IEP?

Most students who receive special education services in Ohio are required to take the state tests each year; just like their peers. These tests are used to measure how well students are learning grade-level material and help schools identify where more support is needed. Your child should have testing accommodations listed on their IEP if they are necessary. 

Some students with significant cognitive disabilities may not take the regular Ohio State Tests. Instead, they may take the Alternate Assessment for Students with the Most Significant Cognitive Disabilities (AASCD).  This decision is made by the IEP team (including you) and must follow strict eligibility guidelines set by the state. It is not based only on your child’s disability label or concern of achieving a low their test scores.

Questions to Ask Your IEP Team:

• Will my child take the regular state tests or the alternate assessment?

• What accommodations will be provided during testing?

• How do these tests align with my child’s IEP goals?

• How will we use the test results to support my child’s progress?

How will I know how my child is progressing with their IEP?

Your child’s IEP (Individualized Education Program) isn’t just a plan; it’s a working document that includes specific goals for your child. As a parent, you have the right to know how your child is doing on those goals and whether the services in the IEP are helping. You will receive progress reports, attend IEP meetings, and have access to your child’s progress through school communication. If something doesn’t feel right or you want more updates, you have the right to ask questions and request changes. You are an equal partner in your child’s education! 

Progress Reports

• You will receive regular progress reports, usually at the same time as report cards (every 9 weeks in most schools).

• These reports should tell you how your child is doing on each IEP goal, not just how they’re doing in class overall.

• The report might use phrases like “making sufficient progress,” “not making expected progress,” or “goal met.”

Note: If the report feels too vague or confusing, you can ask for a clearer explanation!

Data Collection

Teachers and service providers (like speech or OT) collect data to track your child’s progress. Data helps the team, and you, understand how your child is doing, and whether adjustments are needed.

This might include:

• Work samples

• Observation notes

• Test or quiz results

• Skill checklists

IEP Meetings (at least once a year)

• You’ll meet with the IEP team at least once every 12 months to review progress and update goals.

• At this meeting, the team will share how your child is doing and recommend any changes needed.

• You don’t have to wait a whole year.  You can request an IEP meeting at any time if you have concerns about your child’s progress.

Parent Communication

• Ask your child’s teacher or intervention specialist how communication will work best for both of you

• Some teachers provide weekly or monthly updates (email, phone, or a communication notebook)

• Parent-teacher conferences can be requested anytime

• PowerSchool Parent Portal will allow you to view assignments or progress notes

Questions You Can Ask:

• How often will I receive updates on IEP goals?

• What kind of data are you collecting to track my child’s progress?

• What happens if my child isn’t making progress?

• Can we adjust the IEP goals or services if something isn’t working?

• How can I support my child’s IEP goals at home?