Every child with a disability who is eligible for exceptional student education (ESE) will have an individual education plan (IEP). An IEP, which is mandated by the federal government, is a written plan for the special education of a child with a disability.

The IEP is like a road map. It describes what your child can already do and what he needs to learn in order to reach his goals. The IEP also identifies the kind of help your child needs in order to learn.

Your child’s IEP will be written by a team of people at an IEP meeting. This team will decide what special services and supports your child needs in order to make progress in school.

You are an important member of the IEP team! This pamphlet will help you know what to expect during the IEP meeting so you will be able to participate effectively in the process.

• The IEP is written for your child only.
• There is only one IEP at a time for your child.
• The IEP is a plan for up to 12 months of your child’s education.
• The IEP team may include you, regular and special education teachers, a school district official, and others invited by you or the school.

• Consider your child’s abilities (strengths and special qualities as well as the skills he needs help with).
• Think about the goals you and your child have for his long-term future.
• Gather the records you think may be helpful such as health records, independent evaluations, samples of schoolwork, notes and reports from teachers, attendance records and report cards.
• Let the school know in advance if you will need a translator during the meeting or if you need to change the date or time of the meeting.
• Ask the school for a blank IEP form so you can become familiar with it.
• Ask a friend, another parent, or an advocate to attend the meeting with you.
• Make an outline of what you think should be covered in the IEP.

• Share your ideas and information. No one knows your child better than you do.
  
• Listen carefully and ask questions about terms that are not familiar to you.
  
• Talk about services your child has received in the past.
  
• Keep the discussion positive (listen to what the school staff has to say, make your points calmly and clearly.)
  
• If you’ve brought someone to the meeting for support, have him take notes, offer suggestions or ask questions you might not think to ask.
  
• Don’t feel pressured. You don’t have to agree to the IEP right away. Be sure you are comfortable with it and understand all its points first.

• What your child knows and can do now
  
• What your child needs help with
  
• How your child’s disability affects his success in school
  
• What your child should learn by the end of the school year
  
• The special education services, supports, accommodations or modifications your child will receive during the year
  
• How your child’s progress will be measured
  
• If your child is age 14 or older, information about the type of diploma your child is working toward as well as his goals for life after high school.

• FDLRS Parent Services at 727-462-1591
  
• Your child’s ESE teacher or guidance counselor
• The Florida Department of Education, Bureau of Instructional Support and Community Services at 850-488-1106 or www.myfloridaeducation.com/commhome.