The IEP is usually developed at the same meeting as initial eligibility is determined. The team will usually write a draft of the IEP together right after eligibility for special education is determined. The IEP is a draft until you, the parents, give consent for special education services to begin. On occasion, the school will need to delay The rules about who's on the 504 team are less specific than they are for an IEP. A 504 plan is created by a team of people who are familiar with the child and who understand the evaluation data and special services options. This might include: The child's parent or caregiver. General and special education teachers. Individual Education Plans: A Guide for Parents. Many parents are not sure what to expect at an Individual Education Plan (IEP) meeting. When they meet school staff on behalf of their child, they may feel vulnerable or even frightened. Often, they don't know what to do and are not clear about their role in the process. Practice with eating lunch. Lunch can be a stressful time because it's usually much shorter at school than at home. Practice eating out of the lunch box, opening packages, packing everything up and try to keep to the school schedule. Practice self help skills. Pulling up and down pants, zipping coats, hanging back packs, packing back packs etc. However, parents don't often understand the importance of this section of the IEP or exactly what they should be considering for input. This six-page guide helps parents understand that IEPs aren't just for academic concerns, but can also address: -Speech/language concerns. -Behavioral concerns. -Adaptive concerns. The purpose of this archived guide is to assist educators, parents, and State and local educational agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities, including preschool-aged children. This guide was initially designed by parent Stacy Hultgren and further enriched and revised in January 2015 through the collaboration of the Department of Developmental Individualized Education Program (IEP) document and the Planning and Placement Team (PPT) process. While this guide may not answer all your questions, the intent is to provide A-6 Page 1 of 2 Parents' Guide to an IEP PARENTS' GUIDE TO AN IEP Dear Parent or Guardian of _____, This is an invitation to attend a meeting about your child's Individualized Education Program (IEP). Like your child, each IEP is unique. Your participation is very valuable in planning and implementing a program that When you follow up, use a positive, affirming tone that suggests you are all part of the same team. 3. IEP meeting. You, as a parent, are a crucial member of the IEP team. At the IEP meeting, you will be asked to provide input on your child's strengths and challenges as well as their interests. The team will also review the child's present A 504 plan is geared toward ensuring a student has equitable access to a learning environment. An IEP focuses on educational benefits, and often includes direct services such as speech or occupational therapy. Both are free. Some students have both, and some just have one or the other. 504 plans are typically available to students with a This booklet is intended to facilitate the full participation of Minnesota parents of children with disabilities in the Individualized Education Program (IEP) process. The bookle