| The ice is beginning to melt, and springtime | | | | same way as parents. As you prepare for each |
| is just around the corner. For those of us | | | | student's IEP, I would encourage you to do |
| who either work in schools or have a child in | | | | the following: |
| school, this usually means the beginning of | | | | |
| the busy season we know as spring IEP time. | | | | 1. Review your progress and anecdotal notes |
| For those of you who are unfamiliar with this | | | | from the past year. |
| process, annual Individualized Education | | | | |
| Plans (or IEPs) are usually completed in the | | | | 2. Write a list of strengths and obstacles |
| spring for students receiving special | | | | that you see in the classroom environment. |
| education services. As we begin to embark on | | | | |
| this busy time of year, it is important for | | | | 3. Brainstorm ideas on how to overcome the |
| parents and educators alike to reflect on the | | | | student's obstacles. |
| past year and the progress that the child | | | | |
| student has made, and look toward the future. | | | | 4. Make a plan for where you would like to |
| | | | see the student 1-2 years, 4-5 years, and |
| Parents of children with special needs | | | | 8-10 years from now. |
| sometimes feel that they are not an integral | | | | |
| part of the IEP process. As you prepare for | | | | 5. Send home parent questionnaires, and |
| your child's IEP, I would encourage you to do | | | | request parent input when beginning the IEP |
| the following: | | | | planning process. |
| | | | |
| 1. Reflect in writing on the progress that | | | | 6. Set-up a team meeting to review progress, |
| your child has made over the past year. | | | | and receive input from parents and all |
| | | | professionals involved for next year. |
| 2. Write a list of your child's current | | | | |
| strengths and obstacles. | | | | 7. Consider typical developmental milestones |
| | | | when planning and writing IEP goals and |
| 3. Prioritize the obstacles your child faces, | | | | objectives: Do you need to work on another |
| and write down ideas to overcome them. | | | | developmental milestone before moving on to |
| | | | something else? |
| 4. Write out where you would like to see your | | | | |
| child 1-2 years, 4-5 years, and 8-10 year | | | | 8. Administer a questionnaire to each student |
| from now. | | | | regarding enjoyable activities and his or her |
| | | | learning preferences. |
| 5. Write down any goal or objective ideas | | | | |
| that you would like to see your child's | | | | Once again, it is crucial for school |
| school team work on with him or her in the | | | | personnel and parents to work together. By |
| next year. | | | | planning ahead and asking for parent input, |
| | | | the springtime IEP season can be more |
| 6. Ask your child if he or she would like to | | | | enjoyable and promising for the future! |
| learn about something in particular during | | | | |
| the next year of their education. | | | | For parents and professionals alike, the IEP |
| | | | season can be overwhelming. By planning ahead |
| After thinking and writing about your child, | | | | and thinking about your child or student's |
| it is a good idea to sit down with your | | | | IEP, it can become a more enjoyable and |
| child's IEP team prior to the IEP to brief | | | | exciting experience for all. It is important |
| them on your thoughts, IEP ideas, and goals | | | | to remember to work as a team, because as a |
| for the future. It is important to work | | | | team we can accomplish so much more than we |
| together with school personnel in order to | | | | can individually! |
| achieve the most success. Remember: The more | | | | |
| we all work together, the greater the results | | | | "Working together, ordinary people can |
| we can achieve! | | | | perform extraordinary feats. They can lift |
| | | | things a little higher, a little farther, |
| Educators of children with special needs | | | | towards excellence. |
| should reflect on their students in much the | | | | |