Pop-Up IEP

11. "We don’t do things the way they did in your old school, and so we have to rewrite the IEP."

Why is this statement problematic?

The IEP process begins with observations and assessment which identify present levels of performance, strengths, and needs. The goals are then designed to address these needs, and finally, the team discusses what program would best meet the identified needs. Listen to what the program has to offer, but remember, the district has a responsibility to look at the former plan and implement it until a new one is formed. Keep in mind that the IEP is not based on what a program has to offer but on the needs of your child.

Possible Responses for Parents/Advocates

“We understand there are always differences when a student switches schools and we are very interested in hearing what your program offers. However, we went through a comprehensive assessment process for Ann’s current IEP and feel that her TVI* and previous classroom teacher created a quality education program. It is my understanding that for now the school is required to continue to implement the existing IEP until a new one is approved by the team.”

*Teacher of Students Who Are Blind or Visually Impaired
“We don’t want to rush into creating a new IEP because the staff has not yet had a chance to get to know Laurel. Why don’t we try out the existing program for now and meet again in _____ days/weeks to see if it is addressing her needs.”

Read the Law

Additional Information

Collabortive effort between the
National Center on Severe and Sensory Disabilities
and the National Organization of Parents of Blind Children