TMC's IEP Family Input Guide: 1-2-3 | True Measure Collaborative

Our vision at the True Measure Collaborative is that all students in Washington state, regardless of their learning needs, are educated with their peers in an environment where they feel safe, supported, and challenged.

This 1-2-3 tool provides guidance for navigating your child’s annual IEP meeting, a critical component of the complex Special Education process. Below you’ll find important questions to ask and answer during an IEP meeting, as well as prompts to prepare a vision statement to share with your child’s educational team to make them aware of what matters most to you and your child.

A vision statement outlines what your child needs to be successful in school, future goals for your child, and what matters most to your child and your family. An effective vision statement will answer the questions below in a single paragraph.

Questions to address in your vision statement:

What is most important to you about your child’s educational experience?
What would you like your child to achieve during the timeline of this annual IEP, before the end of their K-12 journey, and in life?
How do you want your child to feel about school?

1. What are our child’s strengths and needs?

Parent/guardian participation in the creation of a student’s IEP is required. Your perspective on your child’s strengths and needs as a learner, as well as any concerns you have, should be reflected in writing and met by the IEP.

2. What strategies are working at home that can be used at school?

You are likely using strategies at home to support your child’s academic progress, behavior needs, and social-emotional skill-building – some of these strategies can be used to support your child’s success at school as well. Share what’s working at home so that the school team can learn from the IEP team member who knows the student best: you.

1. How do our child’s goals and services support inclusion & belonging?

There are many ways that schools can ensure that your child has an opportunity to connect academically and socially with their peers.

LOOK FORS:

Opportunities for small-group peer-to-peer interactions in the classroom
Intentional inclusion in extracurricular activities and events
All students, regardless of ability, see themselves reflected in the school’s culture and values

2. Does this IEP provide appropriate access to the General Education classroom & curriculum?

Having an IEP doesn’t mean your student should be learning less than others. The goal is for your child to have equitable access to supports that allow progress on their individual goals in their least restrictive environment.

LOOK FORS:

What components of the IEP are helping your child access the same learning as their GenEd peers?
Does your child’s IEP enable access to grade-level content that is tied to grade-level standards?
Academic and behavioral supports are provided in their grade-level General Education setting
General Education classroom physical space and classroom culture are designed for all students including students with disabilities

3. What data can you share with us that shows our child’s progress toward their goals?

Data tells us without bias whether or not students are making progress toward their goals. The IEP team is required to share data with you that explains and illustrates their reports of your student’s progress.

LOOK FORS:

Sample student work accompanied by rubrics or checklists
Frequency and duration data for behavior
Check-in/Check-Out trackers
Time-bound observation notes
Curriculum-based assessments
Student voice is part of the goal-setting and IEP development process

Individualized Education Plan Resources

Tools that provide guidance for families on navigating an IEP meeting and understand how instructional systems work together to ensure the school is serving the educational needs of your student.