Parent FAQs for exceptional student education

This page is designed to help parents feel confident, prepared, and supported when participating in their child’s Individualized Education Program (IEP) meetings. We break down common questions in simple, clear language and provide helpful sentence stems for effective communication. By understanding the IEP process, you can confidently advocate for your child’s educational needs.

Common questions and concerns

Parents often have questions and worries about their child's progress, especially when they are performing below grade level. This section addresses those common concerns, explaining how to interpret data, understand your rights, and navigate important transitions in your child's education.

How will my child progress if they are below grade level?

If your child is below grade level, progress may not always mean catching up right away—and that’s okay. The goal is to build the specific skills your child needs step by step, using targeted instruction and supports. Teachers use data to identify where your child is currently performing and create goals that are realistic and meaningful for them. Even small growth is important because it shows your child is learning and moving forward. Over time, these small steps add up and help close the gap.

You can also ask questions and stay involved in the process. Here are a few ways you might say that in a meeting:

  • “Can you explain what progress will look like for my child this year?”
  • “What specific skills are we focusing on right now?”
  • “How will I know if my child is making growth?”
  • “What can I do at home to support these skills?”

Remember, your child’s progress is a journey, and the team is there to support both you and your child along the way.

What do assessment data and scores mean?

These assessments (such as Iready and FAST) measure specific skills in reading and math and show where your child is currently performing compared to grade-level expectations. For example, a score might show that your child is working below grade level in certain areas, but it also highlights strengths and specific skills they are ready to learn next. Instead of focusing only on whether a score is “on grade level,” it’s more helpful to look at growth over time. If your child’s scores are improving, even gradually, that means the instruction and supports are working.

Teachers use this data to guide instruction, set IEP goals, and choose strategies that target your child’s needs. The goal is not just a number—it’s helping your child build skills and make meaningful progress.

Here are some helpful ways you can ask about your child’s data in a meeting:

  • “Can you explain what this score means in simple terms?”
  • “What skills is my child strong in right now?”
  • “What areas are we focusing on improving?”
  • “Is my child making growth compared to their previous scores?”
  • “How does this data connect to their IEP goals?”

Understanding the “why” behind the scores can make the data feel much more useful and less overwhelming, and it helps you stay informed and involved in your child’s progress.

What are my rights as a parent in the ESE process?

As a parent, you are a full and equal member of your child’s IEP team. This means your input matters, and you have the right to be involved in every decision about your child’s education. You have the right to be informed about meetings in advance, to ask questions, and to receive explanations in a way you understand. You can request changes, ask for additional support, and share what you see at home.

You also have the right to request a reevaluation at any time if you feel your child’s needs have changed. In addition, schools are required to complete a reevaluation at least every three years. You have the right to review your child’s educational records, receive copies of reports, and give or deny consent for evaluations and services. If you ever disagree with a decision, you have the right to ask for another meeting, request an independent evaluation, or explore dispute resolution options.

Here are some sentence stems you can use during meetings:

  • “Can you explain my options before I give consent?”
  • “I would like to request a reevaluation.”
  • “Can we schedule another meeting to revisit this decision?”
  • “I would like a copy of this report to review.”
  • “I have concerns about this and would like to discuss other options.”

Your voice is a critical part of the process, and you have the right to understand, ask questions, and advocate for what your child needs.

What should I know about reevaluations?

A reevaluation is a process used to gather updated information about your child’s needs, strengths, and eligibility for services. By law, reevaluations happen at least every three years, but you can request one at any time if you feel your child’s needs have changed or the current supports are not working.

However, an IEP team may not always recommend a reevaluation because they often already have enough current data to make informed decisions. This can include classroom performance, progress monitoring, teacher observations, and existing assessment data. If your child is making progress and their needs are clearly understood, additional testing may not be necessary at that time. Reevaluations can also be time-consuming and may not always provide new information if recent data already tells the full story.

That said, if you feel something isn’t adding up—such as limited progress, new concerns, or a need to better understand your child’s learning profile—you absolutely have the right to request a reevaluation and discuss it with the team.

Here are some helpful ways to bring this up in a meeting:

  • “Can you explain why a reevaluation is or is not being recommended right now?”
  • “Do we have enough current data to fully understand my child’s needs?”
  • “I feel like my child’s needs have changed—can we consider a reevaluation?”
  • “What additional information would a reevaluation provide?”
  • “What are our options if I would like updated testing?”

Reevaluations are one tool to support your child, but the goal is always to use the most meaningful and up-to-date information to guide their services. Your voice is an important part of that decision-making process.

How do I understand common terms and testing?

Common terms and assessments are used to describe your child’s learning, but they should always be explained in a way that makes sense to you. Terms like IEP, accommodations, goals, and services describe the supports your child receives, while assessments like i-Ready or FAST give information about your child’s current skill levels and progress. These tools are meant to guide instruction—not label your child or define their potential.

The most important thing to focus on is what the information means for your child. Ask what skills your child has mastered, what they are still working on, and how the team is supporting their growth. You do not need to understand every score or term right away—the team should help break it down in simple, clear language.

Here are some helpful ways to ask for clarification during a meeting:

  • “Can you explain that term in a simpler way?”
  • “What does this test tell us about my child’s skills?”
  • “What does this score mean for my child in the classroom?”
  • “What are the next steps based on this information?”
  • “How does this connect to their IEP goals?”

You have the right to fully understand the information being shared. Asking questions helps ensure you can be an active and confident part of your child’s educational team.

What about retention and transitions between grades?

When it comes to retention, the decision is not based on one test score alone. The IEP team looks at the whole child—progress over time, classroom performance, interventions, and individual needs. For students receiving ESE services, decisions are made carefully to determine what will best support their growth. In some cases, moving forward with the right supports in place can be more beneficial than repeating a grade. The goal is always to choose the path that helps your child continue building skills and confidence.

Transitions between grades or teachers are also planned with your child’s needs in mind. Teachers share important information, including your child’s strengths, goals, accommodations, and strategies that work best. This helps ensure continuity so your child is supported even with a new teacher or in a new grade level. You can also be part of this process by sharing what you know works best for your child.

Here are some helpful ways to ask questions during meetings:

  • “What factors are being considered when deciding about retention?”
  • “How will this decision support my child’s long-term progress?”
  • “What supports will be in place if my child moves to the next grade?”
  • “How will the next teacher be informed about my child’s needs?”
  • “Can we create a plan to support my child during this transition?”

The goal is to make sure your child continues to grow, feel supported, and have a successful experience—no matter which path is chosen.

What are the long-term outcomes of ESE services?

The long-term goal of ESE services is to help your child build the skills they need to be as independent and successful as possible in school and in life. This can include academic skills like reading and math, as well as life skills such as communication, problem-solving, organization, and self-advocacy. ESE services are designed to meet your child where they are and help them grow over time using supports that match their needs.

As students get older, the focus begins to shift toward transition planning, which includes preparing for life after high school. This may involve college, technical training, or entering the workforce. Students work on skills that help them succeed in real-world settings, such as managing responsibilities, interacting with others, and setting goals for their future.

It’s important to remember that every child’s path looks different. Success is not one-size-fits-all. For some students, success may mean earning a standard diploma and going to college. For others, it may mean gaining the skills needed for a job, independent living, or continued support services. The goal is always to help your child reach their full potential.

Here are some helpful ways to ask about long-term outcomes during meetings:

  • “What are we working toward long-term for my child?”
  • “How do these goals connect to life after high school?”
  • “What skills will help my child be more independent?”
  • “When will transition planning begin, and what will that look like?”
  • “What options will my child have after graduation?”

ESE services are about more than just school—they are about preparing your child for a successful and meaningful future.

Parent learning resources and information

Explore these valuable tools to better understand your child's needs and advocate effectively. Find tips, guides, and links to support organizations.

Empowering your advocacy journey

We aim to give parents both the knowledge and the language they need to feel prepared, informed, and supported every step of the way. Your voice is powerful in your child's educational journey.