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Self-Advocacy Tool: Request for Translation and Interpretation Services

Federal civil rights laws require schools to provide free language services for multilingual parents or caregivers whose first language is not English. This form and checklist includes questions the parent or caregiver can ask about the types of language services available and when the school can provide language services. By asking these questions, the parent or caregiver will learn about the process to request language services and the point of contact at the school responsible for providing interpretation and/or translation.

This self-advocacy tool is available for general education in Spanish, Chinese, Arabic and Nepali.

This self-advocacy tool is available for special education in Spanish, Chinese, Arabic and Nepali.

Self-Advocacy Tool: Request to Convene an IEP Meeting

Parents, guardians, Educational Decision Makers (EDMs), and surrogate parents are important members of a student’s IEP team, who must be invited and included in the student’s IEP meeting, which must be held at least once a year. If a student is not making progress, needs more supports, different supports, or something isn’t working well at school, you can request an IEP meeting to discuss your concerns and make suggestions for changes to your child’s IEP. The law does not limit how many IEP meetings a parent can request. You can also make the request that other supportive people who know and support your child attend the IEP meeting, such as doctors, relatives, or outside service providers.

This tool allows you to request an IEP meeting, identify changes you would like to see, bring issues of attendance, bullying and harassment, or other matters to the school’s attention, and request that supportive people be included in your child’s IEP meeting. Please be as detailed as possible when completing this tool. Return this tool to the principal and special education director at your child’s school.

Self-Advocacy Tool:Best Interest Determination for Children in Foster Care

Students who are in foster care have the legal right to remain in the school they attended prior to being placed in care or before their last change in foster care placement (group home, foster home, kinship care, and congregate/residential placement) also called the “school of origin.” Every time a student in care changes placement an individualized Best Interest Determination must be made on behalf of the child. Students who are in care should remain in their school of origin unless it is determined that staying in that school is not in their best interest or a court order says otherwise.  This right is called “school stability.”   

This form issued by the Pennsylvania Department of Education (PDE) contains a list of questions that can be used to help make the decision about whether remaining in the same school is in the best interest of the student. Parents, students, attorneys for the child and others who support the family or child can be part of these important decisions. The child’s Educational Decision Maker (EDM) must be included in these meetings.   

Self-Advocacy Tool: Request for Reevaluation to Determine Continued Eligibility for an IEP

A child is entitled to a re-evaluation every three years or every two years if a child has intellectual disabilities (ID). However, you may also request a re-evaluation at any time.

This tool allows parents, guardians, Educational Decision Makers (EDMs), and surrogate parents to request that their child be reevaluated in all areas of suspected disability by their school to determine if they have new or increased needs that need to be addressed through their current Individualized Education Program (IEP). An IEP is a legally binding document that provides individualized special education services that children with certain disabilities are legally entitled to under law. Please be as specific as possible when completing this tool and list any education concerns you may be having about your child in as much detail as possible. Here is a guide that you can use to complete the tool or help a parent or caregiver to complete the tool.  Once you make this request in writing, the school has a reasonable time, generally 10 days, to agree to re-evaluate your child and issue a Permission to Re-Evaluate Form (PRTE) or decline to evaluate by issuing you a Notice of Recommended Educational Placement (NOREP). A school must take one of these two actions under law.

Self-Advocacy Tool: Request for Evaluation to Determine Eligibility for Special Education

This tool allows parents, guardians, Educational Decision Makers (EDMs), and surrogate parents to request that their child be evaluated by their school in all areas of suspected disability to determine their eligibility for an Individualized Education Program (IEP). An IEP is a legally binding document that provides individualized special education services to children with certain disabilities who need specially designed instruction or supports in order to learn. Please be as specific as possible when completing this tool and list any education concerns you may be having about your child in as much detail as possible. Here is a guide that you can use to complete the tool or help a parent or caregiver to complete the tool. Once you make this request in writing, the school has a reasonable amount of time – generally considered to be 10 days – to agree to evaluate your child and issue a Permission to Evaluate Form (PTE) or decline to evaluate by issuing you a Notice of Recommended Educational Placement (NOREP). A school must take one of these two actions under law. Once the school agrees and you consent to the evaluation, it must be completed in 60 days.

Self-Advocacy Tool: Request for Determination of Eligibility for a §504 Plan

This tool allows parents, guardians, Educational Decision Makers (EDMs), and surrogate parents to request that their child be evaluated to determine their eligibility for a §504 Accommodations Plan. Students are entitled to a §504 Plan if they have any qualifying disability, including, for example, anxiety, depression, or ADHD. A §504 Plan is a legal document that ensures students with certain disabilities receive the accommodations, supports, and services they need to access school. Please be as specific as possible when completing this tool and list any education concerns you may be having about your child in as much detail as possible.  Here is a guide that you can use to complete the tool or help a parent or caregiver to complete the tool.