1. PARENT POWER BY TAMI JOIA, ADVOCATE

2. Controlling the Outcome Create a Paper-trail Everything is in writing Wait 3 days for a response from the district Send another letter, refer to the previous letter and inform the district that if they don’t respond in writing, you will file a complaint. You will get a response, quick, fast and in a hurry

3. The Response May not answer your question May request a Team Meeting to discuss your request May call you on the phone instead of answering your request in writing May not be truthful regarding the regulations to discourage you May not answer your question May request a Team Meeting to discuss your request May call you on the phone instead of answering your request in writing May not be truthful regarding the regulations to discourage you

4. Your POWER Always respond in writing Resend your request and cite 34 CFR 300.503 Add a timeline in the second request Add their options, 1. Approve or 2. Refuse Inform them that if they don’t respond in writing you will file a complaint Date, sign and make sure you can prove receipt of your written request. Email is great.

5. You Can Request Anything Related to your Child’s IEP Teacher’s CredentialsTraining for a specific disabilityPara’s credentials All Requests are in writing, date, sign and make sure you can prove that they received it.

6. You Can Request…. To observe the program they are offering before your child starts the program Transportation door to door for you special needs child Team Meetings all thru the school year, there is no limit You can request the number of students in that program and the population being served You can request ESY/Summer programming in the IEP at the IEP team meeting

7. The District must respond to your requests IN WRITING. No Team Meeting Requirements. Especially if the district is REFUSING your request.

8. The District Refuses your Requests at a Team Meeting Make sure that the IEP Team Meeting Notes, includes your request that you made during the team meeting and the team decision to deny. If it is not in there you have no proof of your request to the team. That would allow the district, after receiving your written request after the team meeting to request another team meeting to discuss your request. Its redundant and a Stall Tactic by the district. So, make sure that the request and the team’s decision is included in the meeting notes and you can use that copy in your written request to support the reason why you are not interested in another team meeting to discuss what was already requested by the team and denied. You will be able to add that this is an attempt by the district to stall, delay and deny your rights and you will be forced to file a complaint. Make sure that the IEP Team Meeting Notes, includes your request that you made during the team meeting and the team decision to deny. If it is not in there you have no proof of your request to the team. That would allow the district, after receiving your written request after the team meeting to request another team meeting to discuss your request. Its redundant and a Stall Tactic by the district. So, make sure that the request and the team’s decision is included in the meeting notes and you can use that copy in your written request to support the reason why you are not interested in another team meeting to discuss what was already requested by the team and denied. You will be able to add that this is an attempt by the district to stall, delay and deny your rights and you will be forced to file a complaint.

9. The IEP It’s a contract between you and the district. The district is assuring that what is in the IEP will be implemented pursuant to the federal IDEA requirements. If they don’t it is a violation of noncompliance and a denial of FAPE and your child could be owed compensatory services. It’s a contract between you and the district. The district is assuring that what is in the IEP will be implemented pursuant to the federal IDEA requirements. If they don’t it is a violation of noncompliance and a denial of FAPE and your child could be owed compensatory services.

10. A TIGHT IEP No ambiguous words like, “as needed” or “at the teacher’s discretion Make sure the goals and objectives match the issues found in the evaluations Make sure that the benchmarks are challenging, yet attainable Never sign or accept the IEP at the IEP meeting. Bring it home and review it with the Evaluations Make sure the IEP includes ESY/Summer don’t wait, especially if the team says yes to ESY

11. MAKE SURE THE IEP INCLUDES AEAS OF DISABILITY AFFECTING THE STUDENT IN OTHER EDUCATIONAL SETTINGS, SUCH AS Behavior, Social, Emotional make sure it is indicated on the IEP If Behavior issues, make sure that there is a Goal for behavior and attach the Behavior Plan to the IEP If there are Behavior Issues make sure that a Functional Behavior Assessment was completed and the Corresponding Behavior Plan Make sure the Behavior Plan is attached to the back of the IEP

12. Other Goals and Objectives Social Skills Training Speech and Language Reading ELA Reading Comprehension Math All Academic Areas are covered given the disability

13. Monitoring the Implementation of the IEP

14. MONITORING IMPLEMENTATION: DISTRICT PROVING THE IMPLEMENTATION BY ALL TEACHERS ADD- MONTHLY TEAM MEETINGS TO DISCUSS PROGRESS TO IEP ADD- QUARTERLY IEP PROGRESS REPORTS TO IEP ADD- PORTFOLIO OF COMPLETED STUDENT WORK BY TEACHER TO IEP PARENT KEEPS COPIES OF ASSIGNMENTS AND TEACHER COMMENTS/NOTES TO PARENT

15. EVERYTHING MUST BE IN WRITING AT ALL TIMES PARENT POWER BEGINS WITH PUTTING YOUR REQUESTS AND CONCERNS IN WRITING, DATING, AND SIGNING AND SENDING TO SPED DIRECTOR OF DISTRICT.

16. THE PAPER-TRAIL IS IMPORTANT BECAUSE…. Protects your rights and the rights of your child Proves that you made a request and it was ignored by district Can prove noncompliance and support your allegations Provides leverage against the district Let’s the district know that you know your rights and how to use them

17. PROVES THE DISTRICT HAD KNOWLEDGE OF THE ISSUES District cannot deny their own words and written decisions. Proves and supports your side of the story Proves that the district may owe compensatory services

18. The Power of the Pen Is your best friend…..

19. Do not believe everything you HEAR… If it sounds crazy, its probably not true, make ‘em prove it in writing If the district says its in the law make them give you the federal requirements If there is a state law that is more restrictive then federal, the state must change their laws to align with IDEA Always make them prove what they say with the written policy and procedure Make them work hard to lie and withhold services & supports from your child

20. Its all about the Unique Needs of the Student… Its NOT ABOUT The Unique Needs of the District A “cookie-cutter” approach to special education programs and/or services The School District’s Budget and/or the lack thereof The Principal or Teacher Or the lack of professionals, services or supports not being available in the district… The Unique Needs of the District A “cookie-cutter” approach to special education programs and/or services The School District’s Budget and/or the lack thereof The Principal or Teacher Or the lack of professionals, services or supports not being available in the district…

21. Question Everything Don’t just accept their answers Don’t believe everything they say, especially about federal regulations Make the put it in writing

22. The Written Paper-trail is your complaint You need the regulations that were violated You need the written documents to support your allegations File the complaint, site the regulations violated, add your evidence Add your remedy such as, independent evaluations, compensatory services, districtwide training, etc

23. FILE LEGITIMATE COMPLAINTS OFTEN This sends a message to the district, you and your child are not to be toyed with and you know your rights