IEP’s

Teacher/staff issues:

  • Why are teachers being allowed to not follow the IEP? Example: not recommending a student for testing.When a teacher does not follow the IEP, is the administrator held accountable?The IEP is a legal document that should be followed at all times and if not being followed, contact your school administrator.
  • Can the staff attending the IEP meetings be the ones that work directly with the student, and not the department head? Can parents be made aware that they have the right to request this?The district decides at the school level who will make up the personnel at the IEP team meeting, however, a parent may invite anyone that has knowledge about the student.
  • Regular ed teachers often choose not to follow the IEP modifications even after being informed by the parent. What can be done? Concerns should be addressed first to the building level administrator and then if not resolved, addressed to the EC Director.
  • How can administration be more involved in EC Department and IEP meetings?IEP meetings are to be attended by building level administrators or appointed designee.
  • Who checks the classes and IEPs to make sure the EC department and classes are following regulations?Our IEP’s are monitored yearly by the Continuous Improvement Monitoring system and our classes are monitored by building level administrators and support staff.
  • Can there be a process whereby teachers provide more direct communication with parents other than the IEP?Progress is reported as often as the general education population. More specific requests need to be addressed with your child’s teacher.

Parental issues:

  • Can the goals progress report be made more manageable and more detailed (less abbreviations and acronyms)?Can more “user friendly language” be used in the IEP and by the staff so that parents will understand more? IDEAIA requires that EC students progress reports measure progress towards the annual goal with the progress reported as often as their regular education peers. More specific information can be requested from the teacher and see your building level administrator for concerns.
  • How do parents get better informed regarding whether or not the IEP is being followed? (more valuable information)Evidence towards IEP goals should be collected by teachers as indicated on the IEP for specific objectives with progress notes and annual review monitoring.
  • How can we help the IEP meetings to be more parent-friendly? School sits on one side, family on other. Imbalance of power.Parents feel intimidated at IEP meetings; how can we help parents to feel more comfortable and a part of the discussion? This concern will be addressed with the Parent Advisory Committee for the 2008-2009 school year.
  • How can parents have more voice in IEP planning? What is the percentage that parents contribute?Parents input is always welcome in IEP meetings and is required by IDEIA.
  • How can the parents be better educated as to what is expected from the student?All students are required to follow the North Carolina Standard Course of Study for their specific grade level or course. Please see ncpulicschools.org for further information.
  • Can a process be put in place so that parents are notified earlier in the school year when a student is not meeting his/her set goals? Student specific concerns regarding progress needs to be addressed with the teacher and/or building level administrator.

Student issues:

  • Why are 504’s not used more to keep children from falling through the cracks?How can parents learn about 504 act? 504 plans are the function of general education. To be eligible for a 504 plan, the student must have a documented disability. All schools have 504 coordinators that you could speak with if you feel your child may be eligible.
  • When a student comes from another State with a plan that has been in place for many years and is working, why does this system change it so much and not give the old plan more credence?Plans are reviewed by the IEP team committee to determine appropriateness of services to make sure the students needs are being met. North Carolina has specific guidelines for EC eligibility that may change the look of services received.
  • How can we make the IEP’s more specific in reference to “classifications”?An IEP is always developed based upon the students needs not on specific categories.
  • When is homeschooling a better option, and how can this discussion become a regular part of the IEP discussion?Home schooling is a parent option and is not provided by the school district.
  • Are the IEP’s truly individualized?Yes, the IEP’s are individualized as based upon the students needs and the North Carolina Standard Course of Study.
  • Can the focus on life skills be more individualized? This concern needs to be addressed at the students annual review as based upon the student needs.
  • On IEP’s, the phrase “making adequate progress” doesn’t mean they meet their goals by the end of the year. Why? Adequate progress does mean that they meet their goals by the end of the year.