Scenario: You are in an IEP meeting. You discuss needs, goals & services, come to what you believe was a mutual conclusion/s, only to wait (what the District finds as "reasonable time") to receive the IEP and N1 to see it describes very little, or the complete opposite, of what you discussed? Then, you find yourself in an "I said, They said" email back-and-forth chain, which in the end, only serves to delay and drag the ticking clock of your child's school year. Assert your parental rights at your IEP meeting. Districts have the technology to present at least the key service components of an IEP as you leave the meeting. This "summary," at a minimum, MUST include (1) "a completed IEP service delivery grid describing the types and amounts of special education and/or related services proposed by the district, and (2) a statement of the major goal areas associated with these services." IF the school provides this, they may take no more than 2 calendar weeks to prepare the complete IEP. Request and review this summary, as well as the Chair's notes before you leave that room! If this summary and notes do not accurately reflect your revisions or decisions, politely wait until it does... (See: Memo on the Implementation of 603 CMR 28.05(7), MDESE December 1, 2006). #specialeducation #specialeducationadvocate #specialeducationlaw #FAPE #IEP #IEPhelp #IEPmeeting #ADHD#Autism #Dyslexia

Have you been told that your child is ineligible for an IEP yet your child is receiving a related service such as OT, PT, Speech, social "lunch bunch," or a counseling service? Did you know in Massachusetts these related services, which are necessary to access the general curriculum, are considered special education? And, did you know, that if your child is unable to access the general curriculum "without the provision of one or more of related services, the Team MUST determine that he or she is eligible" for an IEP? #specialeducation #eligibility #FAPE #IEPhelp #IEP #MAedu#specialeducationadvocate #specialeducationlaw

Students are beginning the first few weeks of the school year. Did your child receive Extended School year (ESY) this summer? Or, rather... was your child found ineligible for ESY? Take advantage of this timeframe - to help build a case for your child, request that the Team gather specific data during this first month of school. You can use this academic or behavior regression to solidify services for summer (or ANY day that is not a school day because "ESY" is not just for summer!). If your IEP states that your child mastered his or her goals from the year, now is the time to request IN WRITING and ask for data to be taken. Data doesn't lie. This request can be simple and emailed to your IEP chair and Team: Dear ____, I am writing to request for the Team (specify whom and where) to gather baseline data on my child's (reading, math, writing, comprehension, OT, speech, behavior - insert need/area). It was explained to me during our IEP meeting last school year that my child did not have the adequate data to support the need for ESY as he did not show regression or a "need" in (reading, math, insert area). I am requesting baseline data be taken during this first month, as well as before and after all school breaks (follow this up with an email prior and post each break!). ESY is not just a regression-based decision and having this data will provide you with the necessary information to help your child. #IEP #504plan #specialeducation #specialeducationadvocate#specialeducationlaw #IEPhelp #FAPE #ESY

MCAS Tip: With MCAS Testing upon us, students (and parents) are often stressed and worried about test results. Here is a tip to use this test to your "advantage" in an IEP meeting. Open the MCAS results to page 2 and 3 (see attached picture). You will see your child's scores (compared to others in the District). In particular, you can see where your child excelled or struggled (See yellow star: reading, writing, and language). Use this to your advantage! Find the weakness/es. For example, if he or she earned 1/7 on a writing prompt (see yellow highlighted circles), define this weakness, show the need, and draft a goal so your child may receive the appropriate writing services. You can go to http://www.doe.mass.edu/mcas/testitems.html, click the MCAS digital item library to review each SPECIFIC question on the MCAS. Did he or she struggle with details about characters, settings, or events? Did they struggle with grammar, spelling and punctuation? 
Perhaps it was a point of view question or reading comprehension? Your answers are IN the questions! Find the information and present the data! You cannot disagree with data! And, if the school disagrees? Ask them for a cogent explanation to why your child does not require this help (and get it in writing!). #IEP #specialeducation#specialeducationadvocate #MCAS #FAPE #IEPgoals

A parent asks, "Some of my child's IEP goals are no longer relevant to his current performance levels. Over the summer, he was in social groups three times a week, met with his speech therapist two times a week, and OT one time a week. He worked on a few of his IEP goals and has mastered two out of five. I told the teacher, but she wants to give it time and see how he is doing for herself. What can I do?"

Over the summer, many of us experience the "summer slide," and this is expected by the IEP team and teachers. It is their focus to get your child up to par and learning! However, IEP changes may also be necessary should your child experience growth or development over the summer.  Perhaps he or she learned a new skill? Mastered an IEP goal? Many children have more hours to see a therapist or attend social groups/camps. This should be addressed with your team so you are attaining proper, measurable goals! You don't want to be working on goals you have already achieved! 

Review the IEP, and send a written letter to the school (special education chair, IEP Team facilitator, etc.) regarding your new information and request to convene the IEP Team. It is helpful to be as specific as possible and include all current data from outside therapists. You can't deny data! By law, the school must meet with you annually to review your child's IEP, but the team can convene and alter the IEP at any point throughout the year. And, as with every IEP, you do not have to sign the IEP at the meeting. Review the IEP to ensure that the document is complete. Do you need help writing a letter to your IEP TEAM? Please contact me and I can help you! Have a question you want answered? Email me at jen@maseradvocacy.com!