Parent Toolkit

This toolkit is designed to be a quick-reference companion as you move through the IEP process. You don’t need to read it cover to cover — jump to whatever section is useful right now:

• Contact List — exactly who to call for what, starting with your school’s Special Education Facilitator.
• Understanding the IEP Process — a step-by-step look at how a student is identified, evaluated, and supported.
• Your Role on the IEP Team — what you bring to the table, and your rights as a parent.
• Preparing for and Participating in an IEP Meeting — practical tips before, during, and after the meeting.
• Frequently Asked Questions — quick answers to the questions families ask most.
• Additional Resources — books, advocacy organizations, and state and national resources.

The fastest way to get an answer is usually to start with your child’s school. Your Special Education Facilitator works directly with your school and knows your child’s program. If you need additional support, the Department of Special Education central office is also here for you at 770-887-2461.

Step 1: Start With Your School

Every school has a Special Education Facilitator who can answer day-to-day questions, help schedule meetings, and connect you with the right service provider. Find your school below.

Parents and family members are the only people in a student’s educational journey who are present from the very beginning through graduation. That perspective is irreplaceable. Here’s what you bring to the team — and what you can expect from the process:

• You provide insight into your child’s strengths, challenges, history, and development at home.
• You share family factors that may affect how your child learns.
• You’ve spent more hours with your child than anyone else on the team — your observations from home and the community matter.
• You are encouraged to collaborate, ask questions, and give feedback during meetings and as progress is reported.
• You have the right to be present at every IEP meeting, to have it scheduled at a mutually agreeable time and place, to know who will attend, and to invite anyone with knowledge or expertise about your child.
• You can choose to receive certain notices by email, including prior written notice and your procedural safeguards (parental rights).

What’s the difference between an IEP and a 504 Plan?

An IEP is a detailed plan under IDEA that includes specialized instruction designed around your child’s unique needs, along with any related services. A Section 504 Plan provides accommodations under civil rights law for a student with a disability who doesn’t require specialized instruction. Our Compliance & Section 504 Coordinator can help clarify which may fit your child’s situation.

How often is the IEP reviewed or updated?

At least once every 12 months, the IEP Team reviews the plan to check progress on goals and make revisions as needed. A full reevaluation of your child’s eligibility happens at least once every three years, unless you and the school agree it isn’t necessary.

Can I request a meeting before the annual review?

Yes. You may request an IEP meeting at any time during the school year if you have concerns or believe a change is needed. Putting your request in writing is the best way to start.

How will I know how my child is progressing on their IEP goals?

Your child’s IEP will state how and when progress will be reported to you — at minimum, as often as students without IEPs receive report cards. Progress reports should clearly tell you whether your child is on track to meet each annual goal.

What is the Least Restrictive Environment (LRE), and does my child have to leave the general education classroom?

LRE means your child is educated alongside peers without disabilities to the maximum extent appropriate. A more separate setting is only used when the nature or severity of the disability means the general classroom with additional services and supports isn’t enough to meet your child’s needs.

What is Extended School Year (ESY) services?

ESY is special education and/or related services provided beyond the typical school year, considered at least once a year by the IEP Team. The team looks at whether your child would lose critical skills over a break and be unable to recover them in a reasonable time. ESY is provided at no cost to families, and you may decline the offer of ESY services if you choose.

Who has to be at the IEP meeting?

By law, the team includes you, a special education teacher or provider, a regular education teacher, someone who can interpret evaluation results, and a school system representative. You may also invite anyone with knowledge or special expertise about your child, and your child may attend when appropriate.

What if the meeting time doesn’t work for my schedule?

Let the school know right away. Meetings must be scheduled at a time and place that works for both you and the school team, and you can suggest alternative times if the one offered doesn’t fit.

What if I don’t agree with what’s being proposed in the IEP?

Try to resolve concerns within the team first — most disagreements are worked out this way. If they aren’t, contact your school’s facilitator or a central office staff member in the special education office. They will be able to review options to include dispute resolution procedures.

If I don’t sign the IEP, will services start anyway?

It is our goal to leave every IEP meeting in agreement. Parent signature is not required for implementation of the IEP. Services may begin as indicated in the IEP and you will receive Prior Written Notice from the district indicating the rationale for implementing the IEP. If you have further questions or want to further express your disagreement, contact your school’s assigned Facilitator or Assistant Director (see contacts above) to review your options.

Can I bring someone with me to the IEP meeting?

Yes. You may bring anyone you choose who has knowledge or expertise about your child — a family member, advocate, therapist, or friend for support. Please ensure that you communicate who you are bringing with your child’s case manager prior to the meeting.

What if my child needs additional special education services or supports?

The IEP Team considers whether additional services or supports may be needed. You are a member of your child’s IEP team. You may provide input regarding proposed changes to the IEP to your child’s case manager at any time. An IEP meeting will be scheduled to review and consider your proposals.

My child is getting close to high school graduation age — what happens with transition planning?

Transition planning begins during the IEP year your child turns 14 (typically 8th grade), and from that point your child becomes an active, invited participant in their own IEP meetings. The team will use age-appropriate transition assessments to help plan for life after high school. Our Transition Coordinator is a great first call for these questions.

What if we move to a different school district during the school year?

If your child has an IEP and transfers within Georgia or from another state, the new district must provide FAPE while it either adopts your child’s existing IEP or develops a new one — your child’s services should not simply stop during the transition.

Where can I get more support as a parent?

You don’t have to navigate this alone. In addition to your school’s Special Education Facilitator, organizations like Parent to Parent of Georgia, the Georgia Parent Mentor Partnership, and the Georgia Department of Education’s Special Education Services and Supports division offer guidance, fact sheets, and emotional support for families. See the Additional Resources section of this toolkit for details.

• Georgia Parent Mentor Partnership — www.parentmentors.org
• Parent to Parent of Georgia — www.p2pga.org
• Georgia Advocacy Office — www.thegao.org
• Georgia Council on Developmental Disabilities — www.gcdd.org
• Atlanta Alliance on Developmental Disabilities (AADD) — www.aadd.org

• Autism Society of Georgia — autismnow.org/local/autism-society-of-georgia
• Autism Speaks — www.autismspeaks.org
• CHADD (ADHD) — www.chadd.org
• Down Syndrome Association of Atlanta — www.dsaatl.org
• Learning Disabilities Association of Georgia — www.ldag.org
• International Dyslexia Association – Georgia Branch — www.idaga.org
• Council for Exceptional Children, Georgia — community.cec.sped.org/ga
• American Speech-Language-Hearing Association — www.asha.org
• Georgia Center of the Deaf and Hard of Hearing — www.gcdhh.org
• Brain Injury Association of Georgia — www.braininjurygeorgia.org
• Epilepsy Foundation of Georgia — www.epilepsyga.org
• The Spina Bifida Association of Georgia — www.spinabifidaga.org
• National Down Syndrome Congress — www.ndsccenter.org
• United Cerebral Palsy — www.ucp.org

• The Complete IEP Guide: How to Advocate for Your Special Child — Lawrence Siegel
• The Everything Parent’s Guide to Special Education — Amanda Morin
• Negotiating the Special Education Maze — Anderson, Chitwood & Hayden
• The Art of Advocacy: A Parent’s Guide to a Collaborative IEP Process — Charmaine L. Thaner
• Differently Wired: Raising an Exceptional Child — Deborah Reber
• What Every Parent Needs to Know About Special Education — Gerry Klor