For many parents, after you leave your child’s IEP meeting with the school and you receive a finalized copy of their IEP, you may assume that everything that was discussed together as a team (Parents, YOU are a part of that team!) was recorded accurately and will be implemented as discussed. This includes all service minutes. A question we often get is: What do I do if I notice that something that was discussed in the meeting is now missing, inaccurate, or doesn’t match the verbal conversation we had during the IEP meeting?

IEP service minutes reflect the school’s legal obligation to provide specialized instruction and support. If they’re wrong or incomplete, then your child may not receive the help they’re entitled to or that they require. Here’s a clear, step-by-step guide for parents on how to handle missing or inaccurate minutes in their child’s IEP.

A Functional Behavior Assessment is a formal process used in schools to understand why a student is engaging in challenging behavior in order to guide prevention and intervention efforts, thus increasing efficiency and effectiveness. The goal of an FBA is to identify what the behavior looks like, when and where it occurs, what happens afterward, and identify what the student is trying to communicate or achieve through their behavior. 

Many parents experience the same scenario: the school calls and says your child is dysregulated, unsafe, or “having a hard day,” and asks you to pick them up early. But when you arrive, you learn your child has not been suspended. These informal removals, sometimes called soft suspensions, parent pick ups, early dismissals, or “cool off days,” are still removals under federal law, even if the school does not document them.

Your first IEP meeting can feel overwhelming. You want to make sure your child gets the right support, but the process is full of unfamiliar terms, professionals, and paperwork. The good news? You don’t have to go in unprepared. Understanding what to expect and what your role is can make all the difference.

Here’s what every parent should know before sitting down at that first IEP table.

Parents hear it all the time when requesting services, evaluations, related service minutes, or behavior support: “We don’t have the staff.” Schools may be short on special education teachers, paraprofessionals, therapists, or behavioral specialists, but legally, lack of staffing is not a valid reason to deny or delay services. Under federal law, schools must provide what a child needs in order to receive a Free Appropriate Public Education (FAPE), even if they are understaffed or financially strained.

If you have ever greeted your child after school with a smile and a snack, only to be met with tears, anger, or total shutdown, you are not alone. Many families of children with IEPs or 504 Plans experience this every afternoon. As an advocate, educator, and mom, I have seen it from all sides, including at home with my own kids. It can feel confusing and frustrating when your child seems to hold it together all day for their teachers, only to unravel the minute they walk through the door. But this pattern is not defiance or bad behavior... It is a sign of exhaustion.

As a former administrator and teacher and currently parent advocate, I’ve learned that clear and respectful communication can change everything when it comes to supporting a child’s needs at school. Many families want to do the right thing but feel unsure of what to say or how to ask for it. Having a few sample emails can make that process much easier and take the stress out of writing from scratch.  Use these with confidence and know that we are here to support you for any questions or concerns you have beyond this!

Below are some practical email examples for common IEP and 504 situations. You can copy and personalize them depending on your child’s needs.

What Are Special Factors?
The Special Factors section of an IEP is a critical, yet often overlooked, part of your child’s plan. This is where the IEP team considers areas that may significantly impact your child’s ability to access learning, participate fully in school, and make progress toward their goals. Addressing these factors ensures that the IEP is truly individualized and tailored to your child’s unique needs.

The holiday season is full of excitement, family gatherings, travel, and changes to daily routines. For children with IEPs or 504 plans, these changes can be both super fun and extremely challenging. Even short breaks from school can affect learning, behavior, and emotional regulation. With a little planning, you can help your child stay on track while still enjoying the holidays.

When your child needs individualized support throughout the school day, it’s important to know how to advocate effectively and describe the need in a way that aligns with the language schools use. Instead of asking for a “1:1 aide,” which districts sometimes resist because it implies a dedicated staff person assigned only to one student, it is often better to frame the need as requiring “adult support all day.” This focuses the conversation on your child’s functional and safety needs rather than the staffing structure.

Military connected students often face unique challenges that impact their educational experience, especially when frequent moves, deployments, or transitions affect stability and continuity. For students with IEPs, these challenges can be even more significant because special education services, evaluations, and programming vary from state to state. Understanding how to protect your child’s rights and ensure a smooth transition is essential.

Progress monitoring graphs are used to track your child’s progress toward IEP goals over time. They show whether the supports and instruction in place are helping your child make meaningful progress. Each point on the graph represents data collected by the school, such as accuracy on a reading probe, words read correctly, or correct responses on math problems.

A Behavior Intervention Plan, or BIP, is one of the most important parts of a student’s IEP when behavior impacts learning. It is the document that outlines exactly how the school will support your child’s behavior through strategies, interventions, and positive reinforcement. When a school removes or stops following a BIP, the impact can be serious: behavioral escalation, loss of consistency, and increased disciplinary actions. Parents often find out the BIP has been removed only after problems start to resurface. Knowing what to do immediately can protect your child and ensure the school remains compliant with the law.

Families are often told that charter schools offer smaller class sizes, innovative programs, and more flexibility. For many students, those things can be true. But when it comes to special education, charter schools must follow the same laws as public schools. The Individuals with Disabilities Education Act (IDEA) and Section 504 apply to every public school in the country, including charter schools. The difference isn’t in the law—it’s in how it’s carried out.

Going through an IEP can feel overwhelming, especially if your family’s language or culture isn’t fully reflected in or by the school system. Every child deserves an education that meets their unique needs, and every parent deserves to be fully informed and included. Here’s what families should know about culturally responsive IEPs and how to take an active role.

When schools talk about behavior data, parents often hear a lot of jargon but don’t see meaningful change. The truth is, the quality of data drives the quality of behavior plans. If the data is vague or inconsistent, the plan will be too. Parents have every right to understand what behavior data looks like, how it should be collected, and how it connects to their child’s goals.

Parents hear it all the time in IEP and 504 meetings: “Let’s wait and see.” It sounds harmless, even reasonable, as if the team just wants more information. But too often, “wait and see” means delay. And delay means lost services, missed progress, and months your child can’t get back.

When a child faces serious medical challenges, school attendance often becomes inconsistent or impossible. Whether it’s a chronic illness, surgery recovery, mental health crisis, or ongoing treatment plan, parents are often told their child “can’t attend school right now.”

For many families, Halloween is one of the most exciting nights of the year. But for children with sensory sensitivities, autism, ADHD, or anxiety, all that excitement can quickly tip into overwhelm. The flashing lights, unpredictable noises, scratchy fabrics, and unfamiliar routines can make what’s “fun” for others feel confusing or even frightening.

That’s why we’ve created this IEP Jargon Buster—a plain-language guide to the most common (and confusing) terms you’ll hear in IEP meetings, along with real-world examples to help you make sense of it all.

At Education Advocates of America, we believe that every parent deserves to understand what’s being discussed about their child. When you know the language, you can participate more confidently, ask better questions, and make sure your child’s needs are truly being met.

That’s why we’ve created this IEP Jargon Buster—a plain-language guide to the most common (and confusing) terms you’ll hear in IEP meetings, along with real-world examples to help you make sense of it all.