The IEP Roadmap: Your Step-by-Step Guide to Securing Special Education Services

Introduction: Why IEPs Matter More Than Ever

Did you know that over 7 million students in the U.S. receive special education services? Yet many parents still struggle to navigate the complex IEP process.

Without proper advocacy, kids often fall through the cracks.

In this deep dive, you’ll learn:

1. How to determine if your child qualifies for an IEP (not just a 504 Plan)
2. The 8 essential components every IEP must include (most parents miss #5)
3. Insider strategies from top IEP advocates to get the services your child deserves
4. Common school district tactics (and how to respond professionally)

“IEP vs. 504 – Which Does Your Child Need”.

Key Differences at a Glance

Feature	IEP	504 Plan
Legal Basis	IDEA	ADA
Services	Specialized instruction	Accommodations only
Goals	Required	Not required
Review	Annual	As needed

Pro Tip: If your child has skill deficits and requires services to address those deficits, advocate for an IEP.

504 Plans only provide accommodations, such as extra time for tests.

The 8 Non-Negotiable IEP Components

Based on Jeanine’s advocacy framework, these are the make-or-break elements:

1. Present Levels (PLAAFP)
   • Must include both academic AND “functional performance.”
   • Example: While Mark reads at grade level, he cannot independently write a 3-sentence paragraph due to dysgraphia.
2. Measurable Annual Goals
   • Avoid vague language like “improve reading.”
   • Make sure your baseline matches your annual goal:  Strong example: Given a 4th-grade passage, Sofia can answer ‘who/what/where’ questions with 10% accuracy across 3 consecutive trials.
   • Annual Goal: Given a 4th-grade passage, Sofia can/will answer ‘who/what/where’ questions with 80% accuracy across 3 consecutive trials.
3. Service Delivery Details
   • Red flag alert: “As needed” is unacceptable. Demand specifics:
     • 60 minutes weekly of 1:1 speech therapy focusing on /r/ and /s/ blends specify location in the classroom in the therapy room, etc. 
4. Accommodations vs. Modifications
   • Accommodation: Audio books (same content)
   • Modification: Simplified text (different content)
5. Least Restrictive Environment (LRE) Statement
   • Schools often default to pull-out services or more restrictive placements. You can push for inclusion with support.
6. Transition Planning (Ages 14+)
   • Must address: College, career, “Independent living.” and “Outside evaluators.”
7. Parent Participation Rights
   • You can request meetings anytime (The District has 30 days to hold the meeting), and bring outside evaluators.
8. Progress Monitoring
   • Do not wait until the report card; ask for data and progress updates twice a month, request work samples, and data that they are using to measure progress. 

Advocacy Strategies That Work

The “B.I.G.” Meeting Framework (From Jeanine’s Reel)

• Bring evidence (grades, private eval reports)
• Insist on specifics (no “as needed” services)
• Get commitments in writing (“Can we add that to the draft IEP?”)

Phrases That Move Mountains

• “I’d like to pause here and request Prior Written Notice for the team’s refusal to provide that service.”

→ Puts the district on legal notice, often changes the tone instantly.

• “Can we ensure this decision aligns with the Least Restrictive Environment requirement?”

→ Invokes IDEA’s foundational principle, challenging restrictive placements.

• “What data will be collected, how often, and when will we reconvene if progress isn’t being made?”

→ Demands accountability and monitoring.

Section 4: Overcoming School Pushback

Common Tactics and Powerful Parent Responses

What the School Says	What They Likely Mean	Strong Response with Reasoning
“We don’t offer that service.”	“We don’t want to allocate resources or make an exception.”	“Please show me the policy or law stating the district does not offer this service. As per IDEA, services must be based on student need, not district convenience.”
“He’s making some progress.”	“We’re trying to avoid increasing support or cost.”	“Under Endrew F. v. Douglas County, progress must be meaningful—not minimal. Let’s look at the actual data compared to grade-level standards.”
“That’s not how we do things here.”	“We’re following internal practice, not individualized decision-making.”	“IDEA requires individualized decisions—not blanket practices. Can you show how this decision reflects my child’s unique needs?”
“We don’t have that program.”	“It’s not a priority in our budget or staffing.”	“Then the district may need to contract out. My child’s right to FAPE under IDEA cannot be denied due to limited district resources.”
“We’ve never done that before.”	“We’re unwilling to be flexible or innovative.”	“There’s no requirement under IDEA that something must have been done before to be appropriate. Let’s focus on what’s necessary, not what’s familiar.”
“He’s doing fine with what we have.”	“We’re avoiding changing the IEP.”	“‘Fine’ isn’t a legal standard. IEPs must be designed to help the child make progress in light of their unique circumstances—not just survive the school day.”

Final Checklist: Before Your Next IEP Meeting

🔲 Reviewed all evaluations (last 3 years)
🔲 Prepared 3-5 priority goals
🔲 Researched state IEP guidelines
🔲 Scheduled prep call with an advocate

Need Help Now? Call, Text, or Email Jeanine now to book an appointment.