IEP Advocacy in California

Individualized Education Advocacy Programs (IEPS)

Educational Help For Children with Special Needs & Disabilities

Individualized Education Plans (IEPs) are written for children with disabilities, providing special accommodations for the child based on his/her specific needs. When your child has special needs, it’s nice to have someone in your corner who knows the laws and procedures necessary to offer your child the best chance for success.
Galt Advocacy offers a variety of services to ensure proper educational procedures are being followed. We attend IEP meetings, support you in finding the right services that your child may qualify to receive, mediate between your family and the school, and educate parents on how to advocate for themselves within the school system.

Are you looking for IEP support in California, give our team at Galt Advocacy a call today.

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What is an IEP?

An IEP is a legally binding document that outlines the special education services and supports a student with disabilities will receive. It is developed by a team that includes the student’s parents, teachers, school administrators, and other relevant professionals. The IEP team meets at least annually to review the student’s progress and make any necessary revisions to the IEP.

The process begins with a comprehensive evaluation to determine if the student is eligible for special education services under the Individuals with Disabilities Education Act (IDEA). If eligible, the IEP team works together to develop appropriate goals to address the student’s unique needs. The IEP must include measurable annual goals, outline the specialized instruction and related services the student will receive, specify any accommodations or modifications, and explain how the student’s progress will be monitored and reported to parents.

Once the IEP is finalized and signed by the team members, the school must implement it as written. This means providing all the services, supports, and accommodations listed in the document. Teachers and service providers are responsible for tracking the student’s progress toward their annual goals and making data-driven decisions about whether the plan needs adjusting. Parents can request IEP meetings as needed to address any concerns or changes in the student’s circumstances.

IEP FAQ

  1. What is an IEP?
    An IEP is a legally binding document that outlines the special education services, supports, and accommodations that a student with a disability will receive. It is developed by a team including parents, teachers, school administrators, and specialists to ensure the student’s individual needs are met. 
  2. Who is on the IEP team?
    The core IEP team consists of the student’s parents, at least one general education teacher, a special education teacher, a school district representative, someone who can interpret evaluation results, and the student (when appropriate). Other specialists like therapists or counselors may also be included if their input is needed.
  3. How often is an IEP reviewed and updated?
    By law, the IEP must be reviewed at least once per year. However, the parent or school can request an IEP meeting at any time if they feel the student’s needs have changed and the IEP needs revising. The IEP is a living document that should adapt as the student’s circumstances evolve.
  4. What should parents do to prepare for an IEP meeting?
    Parents should review their child’s current IEP, evaluations, progress reports, and work samples. Make a list of your child’s strengths, needs, goals, and any concerns. Be prepared to share information about your child’s skills, behavior, and learning preferences at home. Writing down questions in advance can also be helpful.
  5. What if I disagree with the IEP proposed by the school?
    If parents disagree with the IEP, they have options like requesting an IEP meeting to discuss revisions, filing a complaint with the state, or pursuing mediation or a due process hearing. Parents should put their concerns in writing and try to resolve disputes at the school level first before escalating.