Embedded Files
Required IEP Team Members
Parent/Guardian
Schools are obligated to notify parents of the meeting early enough to ensure that one or both of the parents have an opportunity to attend, schedule the meeting at a mutually agreed upon time and place, and take whatever action is necessary to ensure that the parent understands the proceedings of the meeting, including arranging for an interpreter for parents with deafness or whose native language is other than English. A common accommodation is arranging for one or more parents to attend the IEP meeting remotely via phone or videoconferencing.
General Education Teacher(s)
General education teachers speak to grade-level expectations and the student's areas of relative strength and weakness. This information contributes directly to making decisions about what types of supplementary aids and services (e.g., accommodations, modifications, assistive technology, or paraprofessional support) the student may need to be successful in the general education setting and achieve their IEP goals.
This applies if the student is, or may be, participating in the general education environment. For students participating in self-contained federal setting 3 or setting 4 programs, a general education teacher is a required team member only if the team is considering a proposal of participation in the general education environment.
Best Practice vs. Compliance Minimum
Best Practice vs. Compliance Minimum
To meet minimal compliance requirements, a single general education teacher must be invited to the meeting (and participate in full unless agreed to in writing). If more than one general education teacher is responsible for implementing the student's IEP (very common in secondary buildings), the federal register commentary on IDEA 2004 indicates that districts have the option of designating a single teacher to attend the meeting and that they should consider the best interest of the student when making this decision. Some secondary buildings in SCRED have developed tools for collecting input from multiple general education teachers prior to the IEP meeting when only a single teacher will actually attend (for examples, see the section below on excusing required team members).
Case managers should consider the needs of the student and any concerns expressed by parents when determining how many general education teachers to invite. For example, for a student with a complex Behavior Support Plan, attendance by multiple teachers is beneficial because it helps everyone get on the same page about how the plan should be implemented across classrooms.
Administrative Representative
The IDEA defines this individual as someone who is "qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of students with disabilities, is knowledgeable about the general curriculum, and is knowledgeable about the availability of resources of the district."
Per MDE, additional requirements regarding the individual filling this role include: (1) they cannot be the student's teacher (in any way) and (2) they must have the authority to commit district resources.
Building administrators typically fill this role, but they may also designate individuals in their building who meet the qualification. If a building administrator is unavailable, School Psychologists typically function as the administrative representative. For information regarding who has been designated in your building, contact your building administrator or School Psychologist.
For Shared Setting IV Programs:
For Shared Setting IV Programs:
Resident District Representative
Resident District Representative
If a student is placed out-of-district in a shared/separate program, legally a representative from the student’s resident district must be included on the Notice of Team Meeting for IEP meetings. However, they are not required to attend the meeting. The IEP team does not need to follow the formal excusal process if the resident district representative is absent (provided there is still someone at the meeting filling the normally required role of administrative representative). In most cases, the district representative would be the building principal in the student’s resident district school, but in some cases, the principal will delegate this to a different staff person.
Student - (When Secondary Transition is Considered)
The student is a required team member only if the team will consider post-secondary goals and transition services. If the transition-age student does not attend the meeting, the school must find other ways to make sure that the student’s desires and interests are considered.
As students get older, it is a good idea to encourage them to take a more active role in the IEP team. This allows them to have a strong voice in their own education and can teach them a great deal about self-advocacy and self-determination. Transition-aged children may even lead the IEP meeting.
Post-Secondary Transition Services Agency
If there is an agency other than the school providing postsecondary transition services (e.g., vocational rehabilitation, the county, etc.), they are required to be invited to the meeting and listed on Notice of Team Meeting form. However, the IEP team does not need to follow the formal excusal process if the agency representative is absent.
Discretionary IEP Team Members
Student (Pre-Secondary Transition):
The student is a required team member only if the team will consider post-secondary goals and transition services. Prior to consideration of post-secondary support, it is up to the parent whether or not the student is invited to the IEP meeting (per the U.S. Department of Education).
In reality, parents and children often make this decision together. It's not uncommon for parents and even teachers to encourage children to take part in developing their own IEPs. Some children in elementary school come to the meeting just to learn a little about the process or to share information about themselves.
Related Service Providers:
IDEA 2004 (300.321(a)(6)) specifically refers to related services personnel as individuals who may be invited to participate in an IEP team meeting at the parent or district's discretion. MSED believes that is is best practice to invite related service providers who are involved with the individual student so team decisions in the student's best interest can be made with all parties.
*Note that if the team member is filling a required role (e.g., service provider) their attendance would not be considered discretionary.*
Related services can include, but are not limited to, any of the following (refer to IDEA 2004 300.34 for a complete description):
Speech-language pathology and audiology services
Physical and occupational therapy
School nurse/health services
School social work services
Psychological or social worker
Meeting Preparation
PRINTED MATERIALS CHECKLIST
Required Due Process for IEP Meetings:
Procedural Safeguards (see below)
Record of Team Meeting (Sign-in Sheet)
Meeting agendas (see below) - **Print a copy for all attendees
Draft IEP goals for the proposed IEP (often written on the meeting agenda)
IEP - **Print a copy for all attendees
Positive Behavior Support Plan (if applicable) - **Print a copy for all attendees
Evaluation Summary Report (if also reviewing ESR) - **Print a copy for all attendees
Third Party Billing Parent Consent from SpEd Forms
Progress monitoring graphs - **Print a copy for all attendees
If Applicable:
If Applicable:
Agreement Regarding IEP Team Member Attendance - from SpEd Forms
Written input (from any absent team members)
Release of Information - From SpEd Forms (new releases and annual renewals)
Notice of Transfer of Parent Rights - From SpEd Forms (if the student will turn 17 before the next annual meeting)
Things to Note: Some case managers prefer to meet in a room with a projector rather than making printed copies of these documents for all meeting attendees. Projecting the meeting visuals ensures that all attendees are looking at the same thing (and cuts down on "If we flip to page 4..." pauses in the meeting) and it also saves paper. If you project during the meeting, make sure you still have paper copies available for the parent(s)/guardian(s).
These documents should be prepared in advance if the meeting facilitator is aware that a required team member will be absent from the meeting or that the school needs a release to share private educational data with an anticipated meeting attendee. However, also having blank copies of these forms ready at the IEP meeting is a good habit to get into because you are better prepared to handle last-minute changes.
Procedural Safeguards
Part B Procedural Safeguards -10.22.docxThe procedural safeguards are a summary of the due process rights that parents are entitled to.
To comply with IDEA (34 C.F.R. 300.504) we must provide them:
To comply with IDEA (34 C.F.R. 300.504) we must provide them:
At least once per year
Upon initial referral or parent request for evaluation
Upon request by a parent
On the date the decision is made to change the placement of a child with a disability due to a violation of a code of student conduct
Upon receipt of the first state complaint to MDE in a school year
Upon receipt of the first due process complaint in a school year
We must verbally review essential pieces of information:
We must verbally review essential pieces of information:
It is not sufficient to simply offer a copy. The school is responsible for the parent's understanding of the procedural safeguards' contents:
Free and Appropriate Public Education (FAPE)
Least Restrictive Environment (LRE)
Parent/guardian participation in decision making
Written notice and consent/objection to proposals (including the dispute resolution process)
Records (i.e., confidentiality)
For example: “Before we begin the meeting, I would like to offer you a copy of the Minnesota procedural safeguards. This packet explains the legal rights and protections you have as a parent of a child receiving special education. (1-2) Johny has the right to receive a free and appropriate public education within the least restrictive environment. This means that the school is legally obligated to propose a plan that will provide Johny with a reasonable opportunity to make meaningful progress while also providing her with as much access to non-disabled peers as we can. The school is not obligated to provide Johny with the best services possible or an opportunity superior to what other students receive. (3-4) We will provide you with written notice whenever we propose changes to Johny's programming. As his parent, you have the right to participate in those decisions and to consent or deny consent for any proposals. If you disagree with a proposal, we will participate in a dispute resolution process, which is a formal way of resolving disagreements between parents and schools. (5) You also have the right to view or request copies of Johny's school records. Before we proceed with the meeting, do you have any questions about your rights and protections?"
After your review, ask the parent if they have any questions. Take notes on any questions using your meeting agenda. You must also have the parent initial the Record of Team Meeting indicating “Procedural Safeguards brochure given to parent.” It is also helpful to make yourself available to the parent beyond the meeting if they have additional questions on the procedural safeguards.
Meeting Agendas
These documents have been adapted for Mid-State Education District use. Original documents are the intellectual property of St. Croix River Education District.
Meeting Follow-Up
After the Meeting:
Coordinate next steps with other team members.
Write the IEP, PBSP (if applicable), and a PWN.
Ensure that the IEP and PWN are finalized in SpEd Forms. If applicable, ensure that the PBSP has been uploaded to SpEd Forms history.
Send the IEP, PBSP (if applicable), and PWN to parents as soon as possible, but no later than 10 school days after the meeting date.
After Consent is Received (or 14 days have passed for an annual IEP)
Communicate with all necessary team members about changes and any accommodations or supports that need to be put in place. This could include: the student, parents/caregivers, general education teachers, related service providers, paraprofessionals, administrators, services coordinators, School Social Worker, school-linked mental health worker, and school psychologist.
Create new progress monitoring tool/graphs
Complete a SpEd Forms Data Change Request Form if parent address, disability, federal setting, transportation status, school, or evaluation status were changed.
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