We support diverse early learners—building skills, confidence, and love for reading.
IEP Survival Guide for New Special Education Teachers
Feeling Lost with IEPs? Start Here.
IEPs can feel overwhelming, especially in the first year as a special education teacher. This guide breaks down practical ways to manage IEPs without stress, so you can stay organized, advocate effectively, and support your students from day one.
Create an IEP Snapshot Sheet
You don’t need to memorize entire IEPs — pull the key info: goals, accommodations, services, and behavior plans. Keep it in a folder or binder that you can reference quickly during the day
Meet the IEP Team Early
Schedule a brief intro with related service providers (OT, PT, speech) and paraprofessionals. Even a 10-minute conversation can build rapport and set expectations for support.
Understand Timelines
Be aware of when IEP meetings are scheduled and when progress reports are due. Set calendar reminders early so you're not scrambling to do so.
Save Your Templates
Use reusable templates for tasks such as accommodation logs, parent communication, and teacher input forms. It’ll save you hours over the year.
Don’t Be Afraid to Ask Questions
IEPs can be legal-heavy and confusing. If something doesn’t make sense, ask your team or case manager. You’re not alone.
A Concerned Parent
When a Child Is Struggling to Read
A mother notices that her first-grader is having trouble reading. While classmates sound out words and read simple books, her child still can’t recognize basic sight words like “the” or “can.” Homework is frustrating. She wonders:
“Shouldn’t he be reading by now? Why is this so hard for him?”
When Strategies Aren’t Enough
The Next Step: Considering an Evaluation
The parent has tried reading strategies at home. The teacher has provided small-group support, phonics practice, and documented progress through RTI (Response to Intervention). But the child is still struggling.
Now, both the parent and teacher are asking:
"Could something deeper be going on?"
"Should we evaluate for special education?"
What the Teacher Should Do
- Review the full RTI data and documented interventions
- Bring concerns to the student support team or child study team
- Inform the parent of the option to pursue a formal evaluation
- Help write a referral that includes:
- Specific concerns (e.g., decoding, fluency, comprehension)
- Progress monitoring results
- Classroom observations and interventions tried
- Specific concerns (e.g., decoding, fluency, comprehension)
What the Parent Can Do
- Formally request an evaluation in writing (this starts the legal timeline under IDEA)
- Ask for a copy of their procedural safeguards (a legal explanation of their rights)
- Work closely with the team to ensure concerns are clearly communicated
💡 Reminder:
A referral for special education evaluation does not mean a child is automatically placed in special education. It begins the process to determine whether a disability is present and whether special services are needed.
The Evaluation is Done: What's Next?
Understanding Eligibility for Special Education Services
The phone call comes, or maybe it’s a letter in your child’s backpack. The evaluation process is complete, and the school is ready to meet with you. For weeks—or maybe months—you’ve been waiting for this moment, wondering what the results will mean for your child. Now the day is here.
If your stomach feels tight and your mind is spinning, you are not alone. Every parent sitting in your chair has felt that same mix of hope and worry.
This meeting will determine the course of action: your child will either be found eligible for special education or deemed ineligible.
But what happens next isn’t a mystery. You have rights, you have choices, and you are not just a guest at the table—you are a decision-maker.
If Your Child Qualifies for Special Education
When the data shows your child has a disability and needs specially designed instruction, the team will say your child is eligible. It can feel overwhelming, but eligibility is not a label—it’s a doorway.
An Individualized Education Program
When the data shows your child has a disability and needs specially designed instruction, the team will say your child is eligible. It can feel overwhelming, but eligibility is not a label—it’s a doorway.
An Individualized Education Program (IEP) will be established. This legal document details your child’s goals, the services they will receive (such as speech therapy, reading support, or counseling), and accommodations to facilitate learning, like additional time or breaks. Legally, the IEP must be created within 30 days of your child being identified as eligible.
Think of the IEP as a roadmap made specifically for your child. It might not be perfect on the first draft, and it will adapt as your child grows, but it is aimed at helping them improve, not just get by in school.
Your role is vital. Share what you observe at home—what encourages your child, where they struggle, and which strategies are effective. Ask questions about every service: how much, how often, and in what environment. And remember, you don't need to sign anything right away. Taking the IEP home to review at your own pace is your right.
If Your Child Does Not Qualify
Sometimes the decision goes the other way. The evaluation might not meet the criteria under federal law, or the team may think your child is doing well enough with general education supports. Hearing “not eligible” can feel like a door closing—but it’s not the end of the story.
This doesn't mean your child isn’t struggling, nor does it mean the school is finished helping. Instead, the focus shifts.
The team should discuss with you what will happen in the general education classroom. This might include focused small-group lessons, organizational supports, or additional help during the school day.
If your child has a disability but doesn’t require specialized instruction, a 504 Plan could be an option. Unlike an IEP, it doesn’t set specific goals or services but ensures accommodations—such as extended time on tests, preferential seating, or movement breaks.
If you disagree with the decision, you are allowed to do so. You can request another evaluation, ask for an independent evaluation at the school’s expense, or seek mediation.
Your Rights as a Parent
It can feel like you’re walking into the meeting just as the parent, but the law says otherwise.
Under the Individuals with Disabilities Education Act (IDEA), you are an equal partner.
You have the right to: receive evaluation reports before the meeting, have the results explained clearly in plain language, understand how the decision was made, and disagree or seek further evaluation or resolution.
You don’t need to memorize the legal code—just remember this: you have a voice, and it matters.
Moving Forward
Whether the decision is yes or no, the goal of this process remains the same: to help your child succeed.
If your child qualifies, the next step is to develop an IEP that is specific, realistic, and focused on growth.
If your child does not qualify, your next question should be: “What supports will you provide in the classroom, and should we consider a 504 Plan?”
No one understands your child better than you. The school has expertise, but you have the story of who your child is and what they need. Together, you can find a way forward.
The bottom line: This meeting isn’t an ending—it’s a new beginning. Whether the outcome is an IEP, a 504 Plan, or other supports, your advocacy is the thread that holds it all together.
IEP vs. 504 Plan: What's the Difference
"Choosing the Right Support Plan: IEP
When a child struggles in school, families often have two support options to consider: an Individualized Education Program (IEP) and a 504 Plan. While both aim to support students with disabilities, they are governed by different laws, offer different levels of support, and come with different protections.
What Is an IEP?
Legal Basis: Individuals with Disabilities Education Act (IDEA), a federal special education law
Purpose: To provide a Free Appropriate Public Education (FAPE) through special education and related services tailored to a child's individual needs.
Eligibility Requirements:
- A child must have one or more of the 13 disabilities listed under IDEA (e.g., autism, ADHD, learning disability, hearing loss).
- The disability must adversely affect educational performance and require specially designed instruction
What an IEP Includes:
- Measurable academic and functional goals
- Special education services (e.g., speech therapy, OT, PT, specialized instruction)
- Related services (e.g., audiology, transportation, counseling)
- Accommodations and modifications
- Present Levels of Academic Achievement and Functional Performance (PLAAFP)
- Participation in state/district assessments
- Transition plans starting at age 16
- Emergency planning, if needed (e.g., for health or evacuation)
- Right to a comprehensive, district-funded evaluation
Legal Protection
- Must be written, implemented, and revised annually by the IEP team
- Includes robust procedural safeguards for families (notice, consent, mediation, due process)
- Parents are mandatory, full team members, and must be involved in all decisions
- Services listed must be provided as written – it’s a legally binding document
IEP vs 504 Plan: What's the Difference (Continued)
Choosing the Right Support Plan: 504
When a child struggles in school, families often have two support options to consider: an Individualized Education Program (IEP) and a 504 Plan. While both aim to support students with disabilities, they are governed by different laws, offer different levels of support, and come with different protections.
What is a 504 Plan?
- Legal Basis: Section 504 of the Rehabilitation Act of 1973 – a civil rights law, not a special education law
- Purpose: To prevent discrimination and ensure students with disabilities have equal access to education
Eligibility Requirements:
- A child must have a physical or mental impairment
- That impairment must substantially limit one or more major life activities (e.g., learning, reading, concentrating, breathing, walking)
What a 504 Plan Includes:
- Accommodations and supports (e.g., extended time on tests, movement breaks, seating changes)
- Access to the general education curriculum
- Health care or emergency plans, when appropriate
- Services like counseling or a health aide (if necessary for access)
- Right to an evaluation to determine eligibility
Key Differences from IEPs:
- No specialized instruction or individualized goals
- Fewer formal procedural safeguards
- Not tied to the 13 IDEA disability categories
- While parent involvement is not a legal requirement as it is under IDEA, parents are key partners. Schools should include families in the process, and you should insist on being part of the team.
Important Clarifications from Law & Guidance
- Students cannot have both an IEP and a 504 Plan for the same need. The IEP includes all civil rights protections of 504, making a separate plan unnecessary and potentially confusing.
- Parents have the right to request a comprehensive evaluation under both laws if they suspect their child has a disability affecting their education.
- Schools cannot refuse to implement 504 Plans — compliance is mandatory under federal law.
- Parents can file a complaint with the U.S. Department of Education’s Office for Civil Rights (OCR) if 504 rights are violated.
- Behavioral needs, health conditions, or sensory impairments may qualify for either an IEP or a 504 plan, depending on the severity and impact on learning
Your First IEP Meeting: A step-By-Step Process Guide
Introduction
Preparing for your child’s first IEP meeting? Learn what to expect, how to advocate effectively, and how to ensure the plan meets your child’s unique needs.
Before the Meeting: Be Prepared (Your Power as an Advocate)
Get the Documents
Request a copy of the draft IEP or evaluation reports prior to the meeting. You have the right to review them early, so nothing comes as a surprise.
Review and Mark Up
Read everything carefully. Highlight what makes sense, circle questions, and flag anything that doesn’t align with what you know about your child.
Prioritize Your Goals
Identify the top one to three priorities for your child.
Is it reading fluency, social skills, or occupational therapy? Knowing your priorities keeps the meeting focused.
Gather Your Own Data
Bring examples of your child’s work — both struggles and successes. Notes from teachers or your own observations are valuable data.
“She cries for 20 minutes every night over math homework,” tells the team more than numbers alone.
Consider Bringing a Partner
You have the right to bring anyone — a spouse, friend, grandparent, or advocate — with you. A support person can take notes, help you process information, and ensure your concerns are heard.
Parent Tip: Think of preparation as a form of power. The more you know, the better you can shape the plan.
Who’s in the Room? Understanding the IEP Team
- Parents or guardians (you are an equal partner)
- General Education Teacher
- Special Education Teacher
- School District Representative
- School Psychologist or Specialists (as needed) Your insights about your child are invaluable-
- The student, when appropriate (especially for transition planning in upper grades
Your insights about your child are invaluable - you know them best.
*Remember: You are not a guest at the table. You are part of the team.
During the Meeting: Navigating the Conversation
Typical Flow of the Meeting
- Introductions
- Review of your parent rights and safeguards
- Parent Concerns (this is your moment — speak up early!)
- Review of Present Levels of Performance (PLOP/PLAAFP)
- Development of Goals
- Discussion of Services, Placement, and Accommodations
- Signing (or reviewing) the IEP
Helpful Phrases to Use
- “Can you help me understand the data behind that goal?”
- “I’m concerned that isn’t enough support. Based on her current levels, she may need…”
- “How will we measure progress on this goal?”
- “Can we add that to the notes?” (If it’s not written down, it doesn’t exist.)
It’s Okay to Pause
- If something feels rushed or unclear, you can say:
- “I need a moment to think about that,” or
- “Can we table this topic and revisit it later in the meeting?”
- Your calm presence helps ensure thoughtful decisions.
The Most Important Section: Writing Strong, Measurable Goals
Vague goals don’t help your child — specific goals do.
Weak Goal:
- “David will improve his reading.”
Strong Goal:
- “Given a 4th-grade reading passage, David will read 110 words per minute with 95% accuracy on 4 out of 5 trials by the end of the IEP period.”
- Good IEP goals are SMART: Specific, Measurable, Achievable, Relevant, and Time-bound.
Ask the team how progress will be tracked — and how you’ll receive updates.
TO SIGN OR NOT TO SIGN? UNDERSTANDING YOUR OPTIONS
- You don’t have to sign the IEP immediately.
- You can take it home to review and consider it.
When You Sign “I Agree”
- It means the plan is finalized and will be implemented.
When You Sign “I Was in Attendance”
- It only confirms that you were present — not that you agree.
- The school can still implement the IEP, but it shows you’re still reviewing or have concerns.
- You can also agree to some parts of the IEP and disagree with others.
Parent Tip: Never feel pressured to sign immediately. Take the time you need to make an informed decision.
After the Meeting: Follow-Up and Implementation
Get a Final Copy
- Make sure all changes discussed are accurately reflected.
Communicate with Teachers
- Share key accommodations and goals so your child’s classroom teachers understand what’s expected.
Monitor Progress
- Ask for updates and data. If goals aren’t being met, request a new meeting — you can do this at any time.
- “If it’s not working, you have the right to ask for a change.”
The Path Forward
- The IEP meeting isn’t a confrontation — it’s a collaboration.
- By walking in prepared, you move from being a passive participant to an empowered advocate for your child’s success.
- You’ve got this. And remember — you don’t have to know everything about special education law to make a difference. You just have to know your child.