By Lisa Paige, Esq.
Summer often feels like it goes by in the blink of an eye. Before families know it, backpacks are packed, classrooms are assigned, and a new school year begins. For children with IEPs and their families, the start of school can bring excitement, but it can also bring questions. Will my child’s teachers understand their needs? Will the support in the IEP be provided? Will my child continue to make progress?
A new classroom, different teachers, and changes in routines can create challenges when putting an IEP into action. Unfortunately, many families do not realize there is a problem until months into the school year, often after receiving the first progress report. Staying connected with the school team from the beginning and paying attention to your child’s progress can help identify concerns early and ensure the IEP continues to provide meaningful support.
One of the most important parts of an IEP is the Present Levels of Academic Achievement and Functional Performance (PLAAFP). This section provides a picture of your child’s current strengths, challenges, and areas of need. It serves as the foundation for developing appropriate goals and determining the services and support needed to help your child succeed.
When reviewing your child’s progress, look beyond general statements such as “making progress” or “doing well.” Parents have the right to understand how progress is being measured. Ask: What information is being used to show that my child is improving? Data from classroom assessments, student work, observations, and other measures can provide a clearer picture of whether the IEP is helping your child move forward.
The first few months of school are an important time to ask questions. Are your child’s goals still appropriate? Are accommodations being provided consistently? Is the school collecting information to track progress? Parents do not need to wait until the end of the year to address concerns. A simple email to your child’s IEP Team contact person asking how progress will be monitored can help start an early and productive conversation.
Parents can also stay organized by keeping copies of the IEP, progress reports, work samples, and important communications with the school. Having this information available makes it easier to identify concerns and advocate effectively.
Ultimately, an IEP is not successful simply because it exists. It must be designed and implemented in a way that allows a child to make meaningful progress. Under the Individuals with Disabilities Education Act (IDEA), students with disabilities are entitled to a Free Appropriate Public Education (FAPE). In Massachusetts, families have the right to expect that their child’s IEP is providing appropriate supports and services based on their individual needs.
If your child is struggling to make meaningful progress despite the supports in place, or if concerns are not being addressed by the school team, additional guidance may be helpful. At Generations Law Group, with offices in Acton, Andover, and Sudbury, Massachusetts, our special education attorneys help families understand the IEP process, review educational plans, and advocate for the services and supports their children need to succeed. If you are unsure whether your child’s IEP is meeting their needs, our team can help you understand your options and determine the next steps.
Founded by a nurse attorney and with offices in Acton, Andover, and Sudbury, Massachusetts, Generations Law Group helps families navigate the complex areas of estate planning and elder law to inform and protect loved ones of every generation.
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