IEP Membership and Roles

Betsy PetersonCoordinator

Office of Special Programs

Purpose of an IEP Team Meeting

Policy 2419: Regulations for the Education of Students with Exceptionalities states:

The primary purpose of an IEP Team meeting is to design and IEP that will meet the unique needs of an eligible student. The IEP Team plans the special education and related services designed to provide access to and progress in the general curriculum. The IEP Team members should come prepared to participate in an open discussion regarding the student’s individual needs and how those needs affect the student's mastery of the content standards and objectives.

Goal

The Goal of EVERY IEP Teams is to develop an IEP that meets each student’s INDIVIDUAL

needs!

IEP Development Process

Desired Outcomes/

Instructional Results

Write Measurable

Goals

Select Instructional Services & Program

Supports

Implement & Monitor Progress

General Curriculum

Expectations

Current Skills and

Knowledge

Area of Instructional

Need

PLAAFP Statements on IEP Form

Developing PLAAFP Statements

• You: Know where you want to go Enter data about where you are Create a map Adjust to opportunities/barriers Arrive and choose a new long-term goal

IEP Development: a “GPS”

Knowing where you want to go Using data as the basis

Planning: Two Critical Components

IEP Team Membership

• Required Membership:– Parent(s)– General Education Teacher– Special Education Teacher and/or– Special Education Service Provider or related service provider– Representative of the District– Individual who can interpret the instructional implications

of evaluation results– Others with knowledge or special expertise at the parent or

district discretion

IEP Team Membership

• Required Members continued

– The Student when appropriate, but required during transition meetings

– A Representative of any Participating Agency– Part C Coordinator if necessary– A representative of the Private School or Facility

Roles of IEP Team Members

• Parent(s)– Natural, adoptive or foster parent, guardian, an

individual acting in the place of a natural or adoptive parent with whom the child lives or an individual assigned to be a surrogate

– Knows the student’s history– Knows the student’s strengths and needs– Can be the only stability in a student’s life

Roles of IEP Team Members

• General Education Teacher– Required to participate in developing the IEP of a

student who is, or may be, participating in the general education environment. State Code requires the receiving and referring teachers participate in the development of the student’s IEP (WV Code §18-20-1c (2))

– Knows the skills – academic and social, required for the grade level

– Participation may be via the Classroom Teacher Report to the IEP Team

Roles of IEP Team Members

• Special Education Teacher– Can make suggestions as to

supports/modifications/accommodations needed in the General Education classroom

– Can explain why the supports/modifications/accommodations are necessary

– Can provide input as to placement

Roles of IEP Team Members

• Other Special Education Personnel or Related Service Personnel– Speech language pathologist, School Nurse, OT, PT,

etc.• Provide input as to why the student needs the service or

why they do not need the service• Discuss goals and activities that they will provide• Discuss progress on the goals and activities • Suggest other evaluations, as necessary • Provide activities for the parents to do at home to

support their services

Roles of IEP Team Members

• Representative of the District– Must be qualified to provide or supervise the provision

or supervise the provision of special education– Must be knowledgeable about the general education

curriculum– Must be able to allocate resources (one of the other

team members may be so designated if he/she meets these requirements)

– For speech only IEP Team members, the speech/language pathologist may serve as the district representative, if the criteria are met

Roles of IEP Team Members

• Someone who can interpret the instructional implications of evaluation results– This person may be one of the other IEP Team

members– Examples:

• Special Education Specialist• Audiologist• Special Educator• Speech/Language Pathologist• Related Service Provider• School Psychologist

Roles of IEP Team Members

• The Student (if appropriate)– Required when the student is 16 years old– Required when the purpose of the meeting is

consideration of the postsecondary goals and transition serviced needed for reaching those goals

Roles of IEP Team Members

• A Representative of any Participating Agency– Responsible for providing or paying for transition

services– If no representative attends, steps must be taken

to obtain participation from the agency– Permission must be given by parent or adult

student to attend the meeting

Roles of IEP Team Members

• Part C Service Coordinator or Other Representatives of the Part C Program– Transition from Birth to Three into the School

System– Assist with a smooth transition– Provide information to the school system about

the student– Assist with placement/evaluation decisions

Roles of IEP Team Members

• How Do I know Who is What???

• Roles of each member will be designated on the IEP Form

Roles of IEP Team Members

A member of the IEP Team is not required to attend an IEP meeting, in whole or in part, if the parent of a student with a disability and the district agree, in writing, that the attendance of the member is not necessary because of the member’s area of the curriculum or related services is not being modified or discussed at the meetingPolicy 2419, Chapter 5, page 43

Educator’s ABCs for IEPs

A Accept parents as they areB Build relationships with parentsC Consider assistive technology needsD Designate a rapport builder for the IEP Team meetingE Encourage parents to actively participate in the development of the IEP

Educator’s ABCs for IEPs

F Familiarize yourself with the needs of the student and his/her familyG Give parents opportunities to express

opinions about their childH Help parents understand the information presentedI Invite parents to be part of the IEP Team

Educator’s ABCs for IEPs

J Judge not, for you have not walked in their steps

K Know what educational options are available

L Listen to others’ perspectivesM Make appropriate modifications and

accommodations for the studentN Never say it can not be done

Educator’s ABCs for IEPs

O Offer opportunities for parents to visit suggested programsP Plan goals, objectives and benchmarks from accurate assessment dataQ Question parents about their concerns and issuesR Remember, you may be working with this family for several years

Educator’s ABCs for IEPs

S Show that you are a professional – control your emotionsT Treat parents and other professionals with respectU Use understandable language – not

educational jargonV Validate parental involvement and input

Educator’s ABCs for IEPs

W Win-win situations are bestX X-ray your own positionY You must look at students’ strengths and weaknessesZ Zealously guard against win-lose or lose- lose situations

Finally

Parents need professionals,Professionals need parents,

And the students need us all!

Thank YOU!

Betsy PetersonParent Coordinator

Office of Special Programs304-558-2696

1-800-642-8541bpeterso@k12.wv.us