Updated - 07/20/2024
So, your child has an IEP, it is in place, but it isn’t working so what do you do? Getting an IEP in place can feel like the hugest win and a huge source of support for your learner and for you. I mean let’s be honest, it’s a relief to know that your concerns have been heard and that there is this team working together to support your learner. It is written on paper, theoretically it is written who will implement it and how it will be implemented, and its real world. [Notice the use of the statement theoretical because this may not be the case].
Time goes by and you notice it doesn't feel like its working, remember it does take time for an intervention to go in effect BUT during that time it should be noted by all parties that a new intervention is being attempted. Meaning while you could see an uptick in barriers and needs you definitely shouldn't see an uptick in behavior reports and referrals because we are trying something new and different. So, lets start with some questions you can ask, and they are not in any specific order:
Concerns
What concerns does the team have? Notice I said the team so this includes parents, general educators, special educators, any related service providers, AND the learner. That's right your learner is apart of the IEP team and they are able to communicate concerns whether written, verbally, gesturally, via sign language or an AAC device.
Are these new concerns or old? Were these previous concerns that had been alleviated or not addressed or are these brand new concerns?
Are the concerns documented? Make sure the concerns are documented in the IEP under parent concerns, as well as, via email and in your learner's special education file.
Interventions
What interventions have been tried? What has the team tried? What has worked, what hasn't? Most importantly has what has been tried been documented? This matters because sometimes the intervention is effective it just hasn't been implemented long enough.
Where have the interventions been tried? In each classroom setting? In the lunchroom or on the playground? In other words in multiple settings or only in one location and then deemed ineffective.
Who is providing the intervention? Does the staff member providing the intervention have a relationship with the learner? Are they implementing the intervention correctly? Have they been fully prepped and trained to implement the intervention?
Why could the intervention not be working? Setting, changes in staff, routine, classwork, expectations. Changes in home routine, activities, and interactions with family, friends, or peers.
Once you have asked and answered the questions mentioned above that apply to your learner’s situation you are one step closer to finding a solution. So, what do you do now? Well, you can:
Draft a parent concern letter
a. What are your concerns? (What have you noticed?)
b. How do you feel it can be addressed?
c. Has the rest of the team noticed it as well?
d. Have they already determined ways to address it, are they intending to implement them, are they already tracking it with the data?
Request a parent concern meeting or an IEP Meeting - If you want to address concerns with only a few individuals I recommend a parent concern meeting but if you would like the entire IEP team there or you intend on amending the IEP then you would request an IEP Meeting.
a. Request your meeting in writing
b. Provide some dates and times of availability
c. Bring support with you to the meeting - this could be a friend, family member, advocate or attorney (make sure to check your state's stance on notification of bring an attorney to a meeting).
These are ways to help address concerns, implement change, and allow every team member to provide valuable input and implement real change to help your learner feel safe, supported, and included in their classroom.
Need help, want some assistance, have questions, feel free to reach out via the website or via my email: destinyhuffconsulting@gmail.com and I will be happy to assist!
Remember support is available the first step is reaching out!
