Key Takeaways

• Encourage families to request interpreters in advance and ask for clarification before signing documents. Schools must provide families with qualified interpreters at meetings, key documents in the family’s language when possible, and full understanding before consent is signed. Students and untrained staff should not be used as interpreters. 
• Care managers can play a key role in helping families understand their rights and prepare for school meetings: Under the Individuals with Disabilities Education Act (IDEA), parents have the right to request evaluations at any time, provide consent before services begin, and receive evaluation reports in advance of meetings. Parents are also entitled to participate as equal members of the IEP team and may request independent evaluations or pursue dispute resolution options if they disagree with school decisions. 
• Be alert to patterns where behavioral issues are addressed without evaluating academic needs and support families in advocating for appropriate services and protections: Students with disabilities are about twice as likely to be suspended, with even higher rates for students with emotional disabilities and for students of color. 
• Care managers should actively coach families to submit written requests (email is sufficient) for special education evaluations. Families have the right to request evaluations at any time—and it should be in writing. This creates documentation, triggers timelines, and increases accountability from the school.