Individual Education Plans
An Individualized Education Plan (IEP) is a written document of accommodations and services that a school district will provide a child who is eligible for special education. The purpose of an IEP is to set reasonable learning goals for the child.
Ask in writing for a full, comprehensive evaluation. You can ask in person, or verbally, but always follow it up in writing, in an email or a letter. “If it wasn’t in writing it didn’t happen.” The day they get the request in writing, starts a 15 day timeline of how long they have to respond back to you. If they don’t hear back from the school in 15 days, they are out of Federal compliance.
For more information and sample letters online: LDA or Understood.org
- Strategies and tips from the Yale Center for Dyslexia & Creativity
- Questions to ask at the IEP meeting from the Dyslexia Training Institute
Books
- The Individuals with Disabilities Education Act (IDEA) categorizes dyslexia as a Specific Learning Disability (SLD). Minnesota Administrative Rule 3525.1341 outlines the eligibility criteria. A child can qualify in two ways; either from a 1.75 standard deviation below the mean (see Subp. 2. C) or from an inadequate rate of progress (see Subp. 2. D). A child must meet criteria in Subp. 2. A, B and C or A, B and D. Per Minnesota Administrative Rule 3525.1354 , a team can make an override decision.
- The Minnesota Department of Education SLD Manual
The school must evaluate or provide in writing the reason your request was denied. Consider contacting PACER and/or file a special education complaint with the Minnesota Department of Education’s Compliance and Assistance Division.
- A team of school personnel and a student’s legal guardians are in charge of developing an IEP. The IEP team meets, reviews assessment information and develops an educational plan. The initial meeting must be within 30 days of when the school determines that the student is eligible for special education. The team must also review the IEP at least once a year to determine if goals were met and if changes are needed. A parent can ask for an IEP meeting at any time.
- The United States Court of Appeals for the Ninth Circuit
- IEP, Evaluations, and Eligibility
- Still have questions? Contact MDE’s Compliance and Assistance Division
Accessible Instructional Material (AIM) can make all the difference in a student’s education. AIM is for students who qualify as having a “print disability”. It provides access to accessible textbooks, such as braille, audio and digital text.
When advocating for your child, it’s not easy to determine where to start. We created binders to guide you in setting up and executing IEP or 504 meetings.
What is in our binders, how to use it and tips for your meetings.
- All binder pages
- Front Cover
- Inside Cover
- Table of Contents
- Organizing your Binder
- Staying Organized- Notes
- Getting Started- 504 & IEP Processes
- Finding Answers – Evaluations
- Developing a Plan- Services and Accommodations
- Reference Materials
More on IEPs and 504 plans
- Wrightslaw IEPs
- How to Be a Good Advocate for Your Child in Special Education
- The difference between IEPs and 504 plans
The information provided on this website does not, and is not intended to, constitute legal advice. All information, content, and materials available on this site, including third-party links, are for general informational purposes only. You should contact your attorney to obtain advice with respect to any particular legal matter.
