To be an effective advocate for your child you must learn how to be on an equal footing in IEP meetings. You must be able to articulate your concerns and thoughts, which means careful preparation. Such preparation, while time consuming, will pay off handsomely. Preparation will give you a head start on getting your concerns and recommendations documented and considered by the other IEP team members.

The written record of the meeting is what counts if there is ever a dispute about what was said or what happened during an IEP meeting. While the district takes the official minutes, you as the parent are entitled to have your input included in the record. The best way to ensure your concerns and recommendations are in the record is to take them to the meeting in writing. You can then ask to read them out loud and request they be included with the minutes as part of your parent input to the meeting. The following strategies can assist you in accomplishing this task.

Both the U.S. Department of Education and a State Department of Education have told me of a new way to write a present level of performance that describes the whole child, his strengths, weaknesses, and needs. Rather than one PLOP here and one there, this new approach can offer a total picture of the whole child. Parents can adopt this technique, thus helping the team see their child in a new way.

Through experimentation, trial and error, I refined this idea and developed the "Portrait" as a way for parents to present crucial information to the IEP in a concise, thoughtful manner. Only we "write" the portrait, rather than "paint" the portrait. By writing a “portrait”, you can see that no strengths, weaknesses, or needs, as you know them, are overlooked by the team. While the team will write the official present levels of performance, such input from a parent is very powerful. IDEA recognizes that parents have unique knowledge of their child, knowledge that is crucial to successful planning of placement and services.

It has been gratifying to have positive feedback from administrators on parents using this approach to present parent input for an IEP meeting. They have expressed their appreciation to parents for presenting such a concise, informative document that spells out their concerns and unique insight on their child.

Writing "A Portrait"

Writing what amounts to a portrait of your child is a powerful tool for parents to use. Such a document can help keep the team directed towards your child's strengths, weaknesses, and educational needs. It is important to get your child front and center quickly at an IEP meeting. By reading your “Portrait” at the very beginning of the meeting you will immediately see the focus shift to its appropriate place, the needs of your child.

Benefits for both parents and the district

Such parent documentation can help keep districts in compliance with the law, since all information, including parent input, is to be carefully considered. Since parents are equal participants, a written record of parent input can clarify issues and concerns, and reduce the level of confusion sometimes present at a meeting. Parents can request that this document becomes part of their official parent input to the meeting by making that request in writing at the end of their “Portrait". Districts have been very cooperative in this effort to see that parent input is treated as equal in importance to district minutes.

As a parent, I know how very difficult it can be to tie down your parental concerns to specifics. But as you go through this exercise you may find your vision of your child and his or her needs come into sharper focus. You may be surprised at how much you learn about your child as you create your portrait. You will be better prepared at the meeting to ask those all important questions regarding how your child's needs will be met. Your knowledge of his or her strengths, weaknesses, likes, dislikes, fears, and dreams is unique and very necessary to the total picture of the child.

Step One: Document all of your child’s needs in writing

Since the team is required to address all of the child’s needs, it is necessary to assemble all of the pertinent information you have, including the last multi disciplinary evaluation, any medical or therapist’s evaluations, information from good articles or books that pertain to your child’s disability and possible needs, and your own invaluable knowledge of the needs. As you thumb through all this information, pick out all the needs you think are pertinent at this time. Write down each one as you find it. Since this is detailed work, it is best to do this exercise before you write your portrait. Think of it as assembling the essential materials before you start painting. If you try to skip this step, you may get bogged down in the details and “not see the forest for the trees” when it is time to complete the portrait.

Step Two: Paint the background

Think of the background of your portrait as would an artist. You want to show the overall colors that will set the scene for the details. For your portrait, you will write a description of your child, his personality and nature, how the disability impacts education and/or social skills, and describe any fears or frustrations. Weave into the background just a few education specifics at this time.

You will likely find it very difficult to accomplish the next step, which is to cut it down to no more than one third of a page! The shorter you make it the greater the impact will be on the team. They are more likely to pay attention. Now you will have to slash and burn, but it will be with purpose. You must choose only the most important facts.