: [IEP_guide] Re: Guidelines for Preparing Effective Parent Input Statements

[Guest guest]

Passing this on from the IEP_guide listserv:

KathyR

Guidelines for Preparing Effective Parent Input

Statements

> Parent input statements are one of the cornerstones of parental

> advocacy, but too often parents fail to bring one to an IEP meeting

> or do not include necessary information. The following will

provide some guidance based upon my experiences as a parent and an attorney

> for developing parent input statements that will drive your

advocacy efforts. Remember in real estate the three main principles are

> location, location, and location, and in the realm of special

> education advocacy it is-- documentation, documentation and

> documentation of which the parent input statement is the

centerpiece.

>

> 1. Individualize your child through educationally relevant

> narrative, written anecdote and specific data that bears on the

IEP,

> even if it is subjective. I once met a parent of a young child who

> described her son as a " spastic quad " [a type of CP]. She had so

> assimilated the medical jargon that she had lost sight of her child

> as a little boy who had high tone in all four limbs. Telling your

> anecdotes in writing avoids spending precious time at meetings

> telling stories that may be relevant and often are emotionally

> precious, but can get the meeting hopelessly off topic; as time

runs

> out important issues like ESY and transition planning which often

> come at the end of the meeting are not properly addressed. Finally

> even if your data is subjective it is worthwhile and much of the

> school's data is also subjective.

>

> 2. Track the sections of the IEP in your input statement. There

is

> an order that most IEPs follow. At annual reviews the old goals are

> updated and closed out. Student's needs and strengths are reviewed

> and recorded. Present levels of performance are stated. Goals are

> written. Accommodations and modifications are reviewed. Issues

> relating to district/state testing are considered. Related services

> are assigned. Placement is determined. ESY and transition planning

> are made part of the IEP if relevant. These sections are a good

> template for your input statement. Following the IEP sections will

> keep you organized and on topic, and you are more likely to

> have " input " to all the sections that are of concern. It may be

that

> the placement is not an issue, but you want to have a lot of input

> into goals and present levels. Also following the school's order

> will make it more understandable and easier to follow for the

school

> personnel.

>

> 3. Organize your statement for maximum brevity. Bullet points and

> short statements that are well written and to the point count for

> much more, than page long paragraphs that can become

indecipherable.

> Very long input statements can be used against you when the

district

> tries to portray you as an unreasonable micro manager who only

wants

> his or her own way--which seems to be a popular defense these days

at

> due process.

>

> 4. Write the statement as if you are already in due process. The

> lavish praise that you heap on the school people can come back to

> bite you, as can the sharp sarcasm and bile; keep it child focused

> and professional.

>

> 5. The main purpose of the input statement is to " make your

record "

> for the present and for the future. In the present, the purpose is

> to get your point across, and to claim your place at the table in a

> thoughtful and credible way. For the future the input statement

> documents your objections, issues and concerns that will serve to

> possibly prove that you were treated like a potted plant not a

> participant, if this issue comes up at a due process. As always

> avoid words like best and optimum, instead use words like

appropriate

> and educationally necessary. The former are killers at due process

> and the later can be very helpful.

>

> 6. I always tell parents " if you are going to define the problem,

> also define the solution. " Simply pointing out all of the flaws in

> the current placement, for instance, is important, but it is even

> more important to name the solution (e.g. the other preferred

> placement), or to detail the criteria which define what an

> appropriate placement or other solution would look like.

>

> 7. Incorporate data from outside evaluators or even from school

> personnel into the input statement. It will be more forceful and

> authoritative with professional documentation to support your

> positions.

>

> 8. The input statement is part of a historical record. Be sure to

> date it and to have it included as an attachment to the IEP, or at

a

> minimum into the student records. As your child moves from school

to

> school, to different communities, or when you go to seek out legal

> help the input statements will provide a historical context and

> continuity that is vital.

>

> 9. Avoid personal attacks (see point 4 above); it diminishes the

> effectiveness of your document.

>

> 10. If possible give your input statement with supporting

> documentation to the case manager a few days ahead of the meeting.

> Even if the school regularly sand bag you with last minute reports

> that are " in the word processor " until the very moment of the

> meeting, I always counsel clients to give the school staff more

> courtesy that they show to you. It increases your " reasonableness

> quotient " , and the unfortunate fact is that school people do not

> think well on their feet. You need to give them time to process

and

> hopefully assimilate the information and your reasons for the

> positions you are taking.

>

> Posted by Fox

>