Let me tell you something I wish someone told me early on in this journey: your voice carries more power than you think. But I know—when you're staring at a 40-page IEP draft, that power can feel buried beneath the weight of test scores, acronyms, and other people’s opinions. I’ve sat in those rooms. As a mom. As an advocate. As a professional. And still, I’ve felt the shake in my hands and the tightness in my chest. So if you’re listening and wondering if your perspective matters… it does. And today, I’m going to show you how to use it—strategically—through something called a Parent Input Statement. ________________

Part 1: What Is a Parent Input Statement? A Parent Input Statement is your opportunity to put into writing: * What you’re seeing at home and in the community

* What your child needs to thrive

* What you know to be true about their strengths, challenges, and supports

It's not fluff. It's not optional. Under IDEA (34 CFR §300.324), schools are required to consider the concerns of the parents for enhancing the education of their child. That’s legal language that boils down to this: your input isn’t just welcome—it’s expected. ________________

Part 2: Collecting Data from Home and Community Before you write anything, you need clarity. That starts with data. And no, I don’t mean charts and graphs—though those can help. I mean observations. Let’s use the CARE method (from my course, Cracking the Code): * C: Collect – Take note of behaviors, patterns, successes, and challenges. Log homework struggles, bedtime meltdowns, social moments at the park, tutoring sessions, anything that paints the full picture.

* A: Assess – What’s consistent? Where are the red flags? Is this an executive function issue? Language processing? Anxiety?

* R: Reflect – What do you know intuitively as a parent? What’s your gut telling you that’s not showing up in a standardized score?

* E: Express – This is where your input statement begins.

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Part 3: Prioritize What Matters Most Here’s where parents often get stuck—they try to say everything. And I get it, because it all feels important. But a powerful Parent Input Statement distills. Ask yourself: * What’s the one area you want to see change in this IEP cycle?

* What do you want the team to understand without question?

Focus on 2–3 main themes: behavior, academic access, emotional regulation, sensory needs—whatever is impacting school functionally. ________________

Part 4: Real-Life Example Here’s a sample from a parent I worked with (shared with permission, anonymized): “At home, we see that Jack struggles to initiate homework and becomes overwhelmed by multi-step tasks. He often needs adult support to begin assignments and manage his time. These challenges are impacting his ability to complete independent work and are causing significant stress. We would like to see goals related to executive function and supports like chunked assignments, written checklists, and coaching prompts included in the IEP.” See how clear that is? It’s not a novel. But it tells a story. It includes home data. It leads directly to goals and accommodations. ________________

Part 5: How to Submit + Request a Draft Timing matters. Here’s your move: * Write your input about 2–3 weeks before the IEP meeting.

* Email the team, and say:

Dear [Team Name], In preparation for our upcoming IEP meeting for [Child’s Name], I’m sharing a brief Parent Input Statement to reflect our current observations and priorities. I’d also appreciate receiving a draft of the IEP, including present levels and proposed goals, at least 48 hours in advance. This will help us ensure alignment and make the meeting more collaborative. Thank you for your time and partnership. Sincerely, [Your Name] Send it. You’ve just built a bridge. ________________

Part 6: Aligning the Input with the Present Levels, Goals, and Services Once you get the draft IEP, don’t just skim it. Look at the Present Levels of Academic and Functional Performance (PLAAFP) and ask: * Is my input reflected here?

* Are the areas I mentioned connected to specific goals?

* Do the accommodations support the needs I described?

And always come back to this guiding phrase: Needs drive services. Your voice defines those needs. ________________

Part 7: Close with Heart – TRUE + Go Gray Reminder This journey isn’t just about services—it’s about being seen and heard. And that’s why I want to leave you with the TRUE reminder we talked about during Go Gray with Me: * Tell your story

* Reflect on what matters

* Understand your rights

* Engage with intention

And if you’re not sure where to start, I’m giving away Module 1 of my course, Cracking the Code to Special Education Eligibility, for free this month in honor of Brain Cancer Awareness Month. It walks you through the very first step—Education—and helps you see the IEP process through a more empowered lens. Just use the code GoGray at LearningEssentialsEDU.com and start when you’re ready. Because you don’t have to do this alone. You never did.