“I see the minutes,” she said.

“But what are they actually going to do?”

Her daughter’s IEP was spread out across the kitchen island.

She had read every page. She found the services. 

But the IEP still had not answered the question that mattered most:

What will adults do differently so my child can learn, participate, and make progress?
 

That sentence matters.

Because an IEP can list minutes without clearly explaining the instruction.

It can say “30 minutes a day” or “45 minutes per week” or “support in the general education classroom.”

But that still leaves parents wondering:
 

What skill are they teaching?

How are they teaching it?
Who is responsible?
Where will it happen?
How will I know if it is actually being done?

That is where specially designed instruction (SDI) should come in.
 

SDI is not just service minutes

Specially designed instruction is the part of special education that should describe how instruction is being adapted for your child.

Not just where your child goes.

Not just how many minutes are listed.

Not just whether a special education teacher is involved.

SDI should help answer this question:

What are adults going to do differently so your child can access, participate, learn, and make progress?

That is one of the dots we will look at during Connect the Dots: Build an Inclusive IEP™.
 

We’ll have three live sessions:

Tuesday, May 5:
What story does the IEP tell about your child?
Dots 1 & 2: Strengths, Present Levels
 

Wednesday, May 6:
Does the IEP move your child closer to belonging and progress?

Dots 3 & 4: Goals and Accommodations
 

Thursday, May 7:
Does the IEP clearly say what adults will do to support your child’s learning?
Dot 5:Services, Specially Designed Instruction, Placement
 

The private Facebook group will be open before and after the live sessions, so you’ll have time to ask questions, watch replays, and connect with other parents.

By the end of this free training, you’ll start to see your child’s IEP differently.
 

Not as a stack of disconnected pages.

Not as a document full of boxes, minutes, and school language.

But as a plan that should tell one clear story:

Who your child is.

What their strengths are.
What they need.
Where they are going.
And what adults will do to help them get there.

That clarity matters.

Because when the IEP is more connected, your child has a better chance of being supported, included, and seen as a capable learner throughout the school day.
 

Not just placed in a classroom.

Not just given minutes.

Not just helped off to the side.

But taught, supported, and included in ways that actually match who they are and what they need.

Save your spot for Connect the Dots: Build an Inclusive IEP™   here:  dots.iep.today

Your child deserves an inclusive IEP.  
Let's do this!