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Start with two separate questions: what does my child need? And how can the school appropriately meet that need? A district may have particular staffing models, providers, or ways it typically delivers services. But an IEP is individualized to the student. The conversation should not end simply because the school does not currently offer a particular service.

First, understand the need. Before focusing on a specific service, identify what your child needs the service to accomplish. Ask:

• What specific need are we trying to address?
• What do the evaluations and other data show?
• How is this need affecting my child's education?
• What has already been tried?
• What progress is my child making?
• What happens when the current supports aren't enough?
• Is the requested service necessary, or could another appropriate service or support address the same need?

Instead of starting with "My child needs occupational therapy," you might begin with: "My child has a significant need in this area, it is affecting their ability to participate and learn at school, and the information we have suggests additional support may be needed. Can we discuss what services or supports could appropriately address this need?"

What if the school says, "We don't have that service"? Ask the team to keep problem-solving:

> "I understand that this service isn't currently available through the school. Can we talk about my child's individual need and how the team can address that need through the IEP?"

Then ask: "What options are available to provide the service or another appropriate support that addresses the identified need?" The important question is not simply whether the school currently has a particular provider. It is how the team will address an identified educational need.

What if the team proposes something different? Be open to understanding the alternative. The team may determine that the specific service you requested is not necessary or may identify another way to address the need. That doesn't mean you have to agree immediately. Ask: "Can you help me understand how this proposed support will address the need we identified?" and "How will we measure whether it is working?"

What if the school says there is no way to provide the service? Ask the team to explain its reasoning: "Can you help me understand how the team determined that my child's need can be appropriately addressed without this service?" If the school proposes or refuses to initiate or change the identification, evaluation, educational placement, or provision of FAPE, ask for Prior Written Notice (PWN) explaining the decision, why it was made, and the information the school relied upon.

*The Same Team approach:* Don't let "We don't have that service" be the end of the conversation — but don't assume it has to become a fight, either. Bring the conversation back to the child: "We understand that this isn't a service the school currently provides. Our concern is that our child has an identified need that is affecting their education. Can we work together to determine how that need can appropriately be addressed?" The goal isn't to win an argument about a particular service. It's to understand the need, identify an appropriate solution, and make sure your child gets the support they need.

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