When Bethany K., a Marina mother, first heard that her child might need an IEP, her reaction was one of fear.
Had she not done enough? Had she missed something? What did this mean for her child? She also worried about the label that might come with receiving special education services.
Then there was the meeting itself. Sitting down with teachers, an administrator, and the special education team sounded intimidating.
But once Bethany got into the room, the experience wasn’t what she expected.
She found a group of educators trying to understand her child and figure out what support would help. She also realized something she hadn’t understood going in: she wasn’t just there to listen. She had a voice.
“Parents might not realize how much say they have over their student’s IEP,” said Ms. Marlen, the special education teacher at Bay View Academy’s Upper Campus. “They might need support in fully understanding their rights.”
What Is an IEP?
An Individualized Education Program, better known as an IEP, is a personalized educational plan for a student who qualifies for special education services.
“It contains important information about the student, such as their strengths, interests, areas of need, eligibility, assessment results, educational goals, the special education services they will receive, and their progress toward those goals,” Marlen said.
The plan isn’t created by one teacher or administrator. “The IEP is developed by a team that includes school professionals and the student’s parents or guardians,” she added.
How the Process Begins
For many families, the process begins well before anyone schedules an IEP meeting.
“A student can be referred to be evaluated when they have ongoing academic difficulties and there is no improvement after a variety of interventions have been implemented,” Marlen said.
Academics aren’t the only reason. Behavioral, social-emotional, speech, or health concerns can also lead to an evaluation. And parents don’t have to wait for the school to bring it up.
“A parent or guardian can also request for their student to be evaluated at any time,” Marlen said.
When concerns first arise, the school team may meet to discuss interventions that could help. If those interventions aren’t successful, the student may be referred for an evaluation. The school must receive written parental consent before moving forward.
Once assessments are completed, the team reviews the results and determines whether the student qualifies for special education services. If the student qualifies, the initial IEP meeting is held.
Who Sits at the Table
Depending on the student’s needs, that table can include a general education teacher, special education teacher, administrator, psychologist, counselor, or other specialists. Students can participate too, especially as they get older.
And then there are the parents. They aren’t visitors to the meeting — they’re members of the team.
That can be easy to forget when sitting in a room filled with educators using unfamiliar terms and acronyms.
Preparing for the First Meeting
The terminology can be another challenge. “Although we are required to inform parents about their rights, they might not understand the terminology used by special education,” Marlen said.
Her advice for parents preparing for that first meeting: read through the documents you receive and ask for clarification about anything you don’t understand.
Parents should also bring something to the meeting that the school can’t — what they know about their child outside the classroom.
“They can also observe and document anything in their child’s life that might be able to provide the team insight into what might be going on,” Marlen said.
And if a parent disagrees with something being discussed, they don’t have to stay quiet. “They need to voice their concerns and make sure that the team is listening to them,” Marlen said. “If they don’t feel supported, they can involve an advocate or a lawyer.”
Common Misconceptions
There are also plenty of misconceptions surrounding IEPs. A student doesn’t necessarily need a medical diagnosis to qualify. Having challenges at school doesn’t automatically mean a student qualifies. An IEP doesn’t guarantee good grades, and receiving one doesn’t mean a child will remain in special education forever.
A Change in Perspective
For Bethany, getting through that first meeting changed the way she viewed the process. The room she’d been nervous to enter was filled with people who wanted to help her child. Instead of feeling like decisions were being made for her, she realized her perspective mattered.
That’s something Marlen wishes every parent knew before walking into their first meeting.
“I wish all parents knew that we always have the student’s best interest at heart,” she said. “We also want them to share with us as much as possible because it helps us see their students from their perspective.”
Local Resources for Monterey County Families
For Monterey County families who want more help navigating the process, Marlen recommends:
- Monterey County SELPA — parent resources and workshops
- Monterey Bay Educational Center — help understanding evaluations and preparing for meetings
- Education Justice Law Group — legal assistance for families
- Monterey County Office of Education — specialized programs and related services
Parents don’t need to walk into their first meeting knowing every special education law or understanding every acronym. They need to be ready to ask questions, speak up, and share what they know about their child.
For Bethany, that realization changed the way she saw the IEP altogether. It wasn’t a label being placed on her child. It was a plan to help them succeed — and she had a voice in creating it.
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