There might also be a conflict with a teacher or another student. If so, the meeting will often end with the school and parents agreeing on what to do, including changing the IEP.
This is based on data like grades or test scores. Depending on how the child is doing, the team might agree to changes. They may also create a draft version of a new IEP. For parents: Learn how you can take an active role in IEP meetings. For teachers: Learn what to expect in an IEP meeting. Podcast Wunder community app. Main menu Our work Blog Surveys and research. Join our team Privacy policy Terms of use Fundraising disclosure Sitemap. However, parents can request an IEP meeting at any time for specific issues.
Dive deeper Notice of the IEP meeting. The first IEP meeting. Annual and other IEP meetings. Some students may need more frequent IEP meetings. New challenges can come up all the time. Who attends the IEP meeting. IEP meetings can cover many different topics. The student age 14 or older is required to be invited. Younger students may also participate. Students can participate in all or part of the meeting.
Participation is an important step in developing self- advocacy skills. This individual helps parents understand information and participate in the meeting by explaining procedures, asking questions, and clarifying information. Initial or mandated three-year reevaluation formerly triennial meetings require full team attendance Full CSE because new information about your child is being interpreted, eligibility established, and recommendations made.
Other participants may include a school social worker, related service providers, school physician, or anyone who has special knowledge of your child. This provision was added to IDEA during its reauthorization. Interestingly, the provision only applies to certain members of the team —the ones who are required IEP team members. To be specific, this means:. What about other team members? A written agreement between the parent and school is not required to excuse an IEP team member who has knowledge or special expertise regarding the child, such as a related service provider.
This is because that individual attends the meeting at the discretion of the parents or the public agency and is not a required team member. But certain conditions must be met—specifically:. Note that, here, IDEA requires consent —not merely agreement. IDEA defines consent as follows:. The IEP Team is expected to act in the best interest of the child. Likewise, if a parent learns at the IEP Team meeting that a required participant will not be at the meeting, the parent can agree to continue with the meeting and request an additional meeting if more information is needed, or request that the meeting be rescheduled.
Parents who want to confer with an excused team member may ask to do so before agreeing or consenting to excuse the member from attending the meeting. School systems may not routinely or unilaterally excuse IEP team members from meetings as parent agreement or consent is required in each instance.
It is up to each public agency to determine the individual in the LEA with the authority to make the agreement or provide consent with the parent to excuse a team member for the meeting.
The designated individual must have the authority to bind the LEA to the agreement with the parent or provide consent on behalf of the LEA. As you can see, there are a lot of important matters to talk about in an IEP meeting!
The resultant IEP will then guide how services are provided to the child in the coming year. Before the school system can provide the child with special education for the first time , parents must give written consent. Placement—where the child receives his or her special education and related services—is a complicated issue and is the subject of a suite of pages called Placement Issues. While we refer you to both of these sources of detailed information, this summary remark puts placement within its proper context:.
Who decides placement, based on what? As the summary remark above indicates, the placement group may or may not be the IEP team, but in all cases, the parents are members of that group and participate in making the determination of placement for their child. Once the IEP is written, it is time to carry it out—in other words, to provide the child with the special education and related services as listed in the IEP.
This includes all supplementary aids and services and program modifications that the IEP team identified as necessary. These are:. Beginning services. Accessibility of the IEP to those implementing it. The purpose of this requirement is to ensure that teachers and providers understand their specific responsibilities for implementing an IEP, including any accommodations or supports that may be needed… However, the mechanism that the public agency uses to inform each teacher or provider of his or her responsibilities is best left to the discretion of the public agency.
Thus, the school system has an affirmative obligation to inform teachers and providers of their responsibilities to implement the IEP , but how it does so is a matter left up to the discretion of the state and the school system.
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