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IEP Membership and Roles Betsy Peterson Coordinator Office of Special Programs

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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 students individual needs and how those needs affect the student's mastery of the content standards and objectives.

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Goal INDIVIDUAL The Goal of EVERY IEP Teams is to develop an IEP that meets each students INDIVIDUAL needs!

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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

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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

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Knowing where you want to go Using data as the basis Planning: Two Critical Components

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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

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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

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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 students history Knows the students strengths and needs Can be the only stability in a students life

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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 students 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

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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

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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

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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

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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

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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

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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

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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

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Roles of IEP Team Members How Do I know Who is What??? Roles of each member will be designated on the IEP Form

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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 members area of the curriculum or related services is not being modified or discussed at the meeting Policy 2419, Chapter 5, page 43

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Educators ABCs for IEPs A AAccept parents as they are B BBuild relationships with parents C CConsider assistive technology needs D DDesignate a rapport builder for the IEP Team meeting E EEncourage parents to actively participate in the development of the IEP

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Educators ABCs for IEPs F FFamiliarize yourself with the needs of the student and his/her family G GGive parents opportunities to express opinions about their child H HHelp parents understand the information presented I IInvite parents to be part of the IEP Team

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Educators ABCs for IEPs J JJudge not, for you have not walked in their steps K KKnow what educational options are available L LListen to others perspectives M MMake appropriate modifications and accommodations for the student N NNever say it can not be done

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Educators ABCs for IEPs O OOffer opportunities for parents to visit suggested programs P PPlan goals, objectives and benchmarks from accurate assessment data Q QQuestion parents about their concerns and issues R RRemember, you may be working with this family for several years

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Educators ABCs for IEPs S SShow that you are a professional control your emotions T TTreat parents and other professionals with respect U UUse understandable language not educational jargon V VValidate parental involvement and input

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Educators ABCs for IEPs W WWin-win situations are best X XX-ray your own position Y YYou must look at students strengths and weaknesses Z ZZealously guard against win-lose or lose- lose situations

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Finally Parents need professionals, Professionals need parents, And the students need us all!

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Thank YOU! Betsy Peterson Parent Coordinator Office of Special Programs 304-558-26961-800-642-8541bpeterso@k12.wv.us