Individualized Education Program Advocacy
Your Child Deserves More Than Promises.
They Deserve Services.
Urban Parent to Parent IEP advocacy involves supporting students (and their family) in the special education process so the student receives a Free Appropriate Public Education (FAPE) under IDEA. We help ensure services, accommodations, goals, and placement are appropriate, measurable, and actually implemented.
- Schools may lack resources or push for minimal services
- IEP goals can be vague, unmeasurable, or not individualized
- Services may be reduced or denied without proper justification
- Parents may feel overwhelmed by legal language and procedures
Our Goal is to Level the playing field.
Understanding your Students (IEP) Individualized Education Program
Purpose of an IEP
An Individualized Education Program is a legally required document designed to ensure that students with disabilities receive specialized instruction, services, accommodations, and supports tailored to their individual educational needs. The IEP is developed collaboratively by educators, specialists, and parents to help the student make meaningful educational progress.
1. Student Information
This section contains the student’s basic identifying information, including name, date of birth, school, grade level, disability classification, and contact information for parents or guardians. It also lists the IEP meeting date and participants.
2. Present Levels of Academic Achievement and Functional Performance (PLAAFP)
This section explains the student’s current academic abilities, strengths, challenges, and functional performance. It includes information from evaluations, teacher observations, classroom performance, testing, and parent input. The PLAAFP establishes the foundation for goals, supports, and services.
3. Parent and Student Concerns
This section documents concerns, priorities, and input shared by the parent or student. It may include concerns about academics, behavior, communication, social skills, independence, or future planning.
4. Measurable Annual Goals
This section outlines specific goals the student is expected to achieve within one year. Goals are measurable and based on the student’s needs identified in the PLAAFP. Goals may focus on academics, speech, behavior, social skills, life skills, or other developmental areas.
5. Progress Monitoring and Reporting
This section explains how progress toward annual goals will be measured and how often parents will receive updates. Progress may be tracked through assessments, observations, work samples, or data collection.
6. Special Education Programs and Services
This section identifies the services and supports the student will receive. It includes the type of service, provider, frequency, duration, and location of services such as special education instruction, speech therapy, occupational therapy, counseling, or physical therapy.
7. Supplementary Aids and Services
This section describes additional supports that help the student succeed in the general education setting. Examples include assistive technology, preferential seating, behavioral supports, visual schedules, extended time, or paraprofessional assistance.
8. Program Modifications and Accommodations
This section outlines accommodations or modifications used during instruction, assignments, classroom activities, and testing. Accommodations change how the student learns, while modifications change what the student is expected to learn.
9. Testing Accommodations
This section specifies accommodations used during state and classroom testing. Examples may include extended time, small group testing, read-aloud support, breaks, or use of assistive technology.
10. Participation with Non-Disabled Peers / Least Restrictive Environment (LRE)
This section explains the extent to which the student participates in general education classes and activities alongside peers without disabilities. It also explains any time the student is removed from the general education environment and why those services cannot be provided there.
11. Behavioral Intervention Plan (If Applicable)
If behavior affects learning, this section describes behavioral concerns, interventions, supports, and strategies used to improve behavior and maintain a safe, productive learning environment.
12. Transition Planning (Typically Age 14–16 and Older)
This section focuses on preparing the student for life after high school. It includes goals related to education, employment, independent living, and community participation. Transition services and activities are identified to support those goals.
13. Extended School Year (ESY)
This section determines whether the student qualifies for services beyond the regular school year. ESY services are provided when a student may lose critical skills during long breaks and have difficulty regaining them.
14. Transportation Needs
This section identifies any special transportation accommodations the student may require, such as wheelchair access, specialized seating, adult supervision, or shortened travel time.
15. Consent and Signatures
This section documents participation in the IEP meeting and includes signatures from parents, school staff, and service providers. It confirms agreement, consent, or acknowledgment of the proposed services and program.
16. Meeting Notes and Recommendations
This section summarizes discussion points, recommendations, decisions made during the meeting, and any follow-up actions agreed upon by the IEP team.
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