goals, objectives and placements that are derived from the assessments, report cards, standardized testing, teacher as well as, parent comments and concerns.
Once all the above are completed, the administrator will then state the Offer of a Free and Appropriate Public Education (FAPE). FAPE will be noted towards the end of the IEP document itself. The administrator will state or have the assessors state how many minutes, hours per week and/or per month the child will receive, in any area that requires additional support. If a child has significant language deficits, then that may require one on one speech and group therapy weekly. It is not always simple to obtain a one on one service, since that requires the school to provide a qualified individual to provide therapy, which comes with a cost. Most schools have something called "collaborative model" support where the qualified individual may go to the classroom, observe the student and provide the teacher with tools and strategies to help the child, but not truly provide one on one service. The collaborative model may not always be the best support for students with significant deficits. That is why it is extremely important for the parent to have all the proper documentation with them, organized and ready to provide evidence to the IEP team, to back up the reasons why a one on one may be appropriate.
Please note: it is not mandatory for a parent to sign the IEP immediately. When the IEP team asks the parent to sign the IEP, the parent should state that they want to take the IEP document home to review for accuracy, prior to signing it. The administrator is typing in all the data and it is best to review the data at home.
Parents should take the IEP document home and not look at it for a couple of days. This way, they can have an emotional break, as these IEP meetings may be overwhelming for the parent. After a couple of days, the parent should revisit the IEP document, review
it and bring any discrepancies to the administrator taking the notes during the IEP.
If the parent is not in agreement with any part of the IEP, the parent may agree to the implementation of the IEP with the exception of the parts the parent is not in agreement with. When this happens, the school may request the parent to check the box that states "Informal Dispute Resolution" IDR. IDR is a way for the school and the parent to meet and go over the areas the parent is not in agreement with. The hope is to avoid a full-blown due process, and achieve resolve during IDR, where it is in the best interest of the child. A word of caution here, IDR is a "legal procedure" and the outcome is binding. It is best to have a seasoned advocate and/or attorney to review the IDR prior to signing it.
The IEP is a legal document and is what allows the parents to initiate a due process against the school for violations of FAPE. •
ABOUT THE AUTHOR:
Raja B. Marhaba is a mother of 2 sons who needed special education services, and is a special education advocate. She is the recipient of The Diane Lipton Award for Outstanding Advocacy. She was recognized for her work in helping students and families who strive for guidance, supporting them in navigating the right path for their special needs children. 2021 Raja Marhaba was included in, The San Fernando Valley Business Journal sixth annual Valley 200, a special standalone book featuring short profiles of the most influential leaders in the Valley area. Given her stature, and involvement in the valley from Martec Construction to The Jonathan Foundation, and her involvement with Val*Pac (San Fernando Valley Business Political Action Committee) she was honored amongst the elite in her community. She is the recipient for the 2019 L'Oréal Paris Women of Worth Awards and published in the Daily News for her accomplishments with The Jonathan Foundation.
