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"If you disagree with a test given during your child’s evaluation process, you have the right to have an independent educational evaluation (IEE) conducted by a qualified person who does not work for the school" ( Virginia Department of Education Division of Special Education and Student Services, p 18).
Parents have the right to request one IEE for each test their child is given during evaluation.  Schools can ask for the reasoning for requesting an IEE, but they will not object to it.
If a parent requests an IEE, the school must provide the parents "with information about available sources for obtaining an independent evaluation and about the school’s requirements for that evaluation" (VDOE, p. 18)  The school is required to provide the information.
A parent can request that the school pay for an IEE, but if the school can show that their evaluation is appropriate during a due process hearing, the school does not have to pay for it.
The results of any IEE that is shared with the school will be considered in any decisions and may be used as evidence during the due process hearing by either the parents or the school.

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A Procedural Safeguard notice provides the parent with their legal rights.
A Procedural Safeguard notice must be given once a year, but must also be given should a parent request a copy.  It must also be given at the child's initial referral or parent request for an evaluation, when the school receives notice of a due process hearing, if the school receives a state complaint during the school year, and "if a decision is made to change your child's placement through a disciplinary removal because your child violated the school's code of student conduct" (VDOE, p. 38).

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Parental consent in written form should be given voluntarily, and a parent can rescind their consent at any time.
Written consent is required for the school to: use evaluations to classify a child for special education, change a child's identification, enroll a child for the first time in special education programs, change a child's IEP or placement in a school, release any information about a child to anyone who does not work at the school, access of any insurance or medical benefits for the child, inviting a person from an outside agency to an IEP meeting.
Written consent is not needed for the school to: reviewing existing data for evaluation or re-evaluation, administer a test that is required of all students, unless consent is needed from all parents, screening for optimal instructional strategies, administering a test to measure goal progress, teacher observations or classroom evaluations, graduation with either a standard or advanced studies diploma, or a re-evaluation should a parent not respond.  Providing the school can show where it made reasonable attempt to contact a parent, the school can re-evaluate a child if the parent does not respond.  (VDOE, pp. 40-41)

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" Mediation in special education is a process in which a mediator assists people in negotiating issues arising under IDEA, including those affecting a child in special education (VDOE, p. 49).  The mediator would be a neutral party and is not an advocate of either the parents or the school.  Certain conditions must be met for mediation.

Either the parents or the school have the right to initiate a Due Process Hearing.  An impartial hearing officer will hear both the parent's and school's evidence and issue a ruling based on law and the given evidence (VDOE, p. 51).

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Virginia Department of EducationDivision of Special Education and Student Services (2010).  Parent's guide to special education (PDF Document).  Retrieved from http://www.doe.virginia.gov/special_ed/parents/parents_guide.pdf.

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Virginia Department of EducationDivision of Special Education and Student Services (2010).  Parent's guide to special education (PDF Document).  Retrieved from http://www.doe.virginia.gov/special_ed/parents/parents_guide.pdf.

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Parent participation on the IEP Team is especially helpful. The parents have the best knowledge of their child.

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"If a child is participating in the regular education environment (or is going to be participating), then IDEA requires that at least one regular educator of the child be included on the IEP team" (The IEP Team).

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"Special educators, with their knowledge of how to educate children with disabilities, are obviously a very important part of a child’s IEP team" (The IEP Team).

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"who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities; is knowledgeable about the general education curriculum; and is knowledgeable about the availability of resources of the public agency" (The IEP Team).

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"Is there someone on the IEP team who can interpret the child’s evaluation results and discuss what they mean in terms of instruction?" (The IEP Team).

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"Either the parent or the school system may invite others to join the team, if they have knowledge or special expertise about the child. This can include related service providers" (The IEP Team).

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When appropriate the child may provide valuable input as to their educational plans and goals (The IEP Team).

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A measure of how well the child is doing in school currently and how the disability affects their performance (Contents of the IEP).

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Goals are identified by the IEP Team.  An annual goal refers to a goal within a 12 month period (Contents of the IEP).
Benchmarks and short term objectives are also identified here.

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A statement identifying which services and supplementary aids are to be available to the child is listed here (Contents of the IEP).

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This is a list of program modifications or supports for school personnel that will allow the student to attain their annual goals, be involved in general education curriculum and participate in extracurricular activities, and to be educated and participate with both children with disabilities and nondisabled children (Contents of the IEP).

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An explanation as to what extent the child will not participate with nondisabled children in regular class and in extracurricular activities (Contents of the IEP).

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A comprehensive list of any accommodations the child will need to accurately measure their performance on standardized assessments (Contents of the IEP).

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'The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications" (Contents of the IEP).

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Center for Parent Information and Resources (2017). Contents of the IEP (online resource). Retrieved from http://www.parentcenterhub.org/iepcontents/

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Center for Parent Information and Resources (2017). Contents of the IEP (online resource). Retrieved from http://www.parentcenterhub.org/iepcontents/

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"any service that directly assists a child with a disability in the selection, acquisition, or use of an assistive technology device" (VDOE, p. 62). This can include any sort of technology, including hearing aids, a text talker tablet, etc. The information on this technology is identified during the IEP Meeting, and referred back to throughout the process. Details as to purchasing or leasing equipment should be listed. Any coordination of other therapies, any training for staff, the child, and/or the child's family should be listed as well.

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Center for Parent Information and Resources (2017). The IEP Team (online resource). Retrieved from http://www.parentcenterhub.org/iep-team/

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Center for Parent Information and Resources (2017). The IEP Team (online resource). Retrieved from http://www.parentcenterhub.org/iep-team/

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"free appropriate public education" (Friend, 2014, p. 14).

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Friend, M. (2014). Special education: contemporary perspectives for school professionals. (4th ed.). New York, NY: Pearson.

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Friend, M. (2014). Special education: contemporary perspectives for school professionals. (4th ed.). New York, NY: Pearson.

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"The principle of zero reject entitles all students to a public education regardless of the nature or severity of their disabilities" (Friend, 2014, p. 14).

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"students must be educated in the setting most like that of typical peers in which they can succeed when provided with the needed supports and services, or the least restrictive environment (LRE)" (Friend, 2014, p. 14).

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1. Tests are administered in the child's native language
2. Tests are appropriate to the child's age and characteristics
3. More than one test is used to assess the presence of a disability
4. A knowledgeable professional administers and interprets assessment results
5. Assessments occur in all areas of suspected disability
(Friend, 2014, p. 15).

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"Information regarding a student's disability is highly confidential" (Friend, 2014, p. 15).

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"Any decisions concerning a student with disabilities are made with parent input and in compliance with all aspects of the law"(Friend, 2014, p. 15).