Who attends the IEP meeting?

1. The parent(s) or holder of educational rights;

2. A regular education teacher if the child is or may be participating at all in regular education;

3. A special education teacher, where appropriate, at least one special education provider of the child;

4. An educational agency representative who is qualified to provide or supervise the provision of specially designed instruction to meet the unique needs of children with disabilities, is knowledgeable about the general curriculum and about the availability of resources of the school district.

5. The individuals who conducted the assessments or individuals who are qualified to interpret the results of the assessments;

6. Other individual at the discretion of the parents or school district who have knowledge or special expertise regarding your child; and

7. Your child when appropriate.

PLUS: any outside agency personnel from whom the child receives services, e.g., Regional Center.

Tape record all IEP meetings: Parents have the right to tape record IEP meetings. Parents must notify the school district twenty-four (24) hours prior to the IEP meeting, IN WRITING, of their intent to record.

Practice Pointer: It is extremely important to record all IEP meetings. Much too often, school districts write one-sided meeting notes on the IEP. A recording of the IEP is the best evidence to show what was discussed at the meeting.

Mandatory components of the IEP

1. A statement of the child's present levels of educational performance including:

a. How the child's disability affects his/her involvement and progress in the general curriculum.

b. For preschoolers, how the disability affects the child's participation in appropriate activities.

c. IDEIA 2004, requires that the statement include present levels in academic achievement and functional performance.

1. A statement of measurable annual goals, including short term objectives that will:

a. Meet a child's needs to enable them to be involved in and progress in the general curriculum; and

b. Meet all the child's academic and functional needs that result from his/her disability.

Example: A goal in the area of reading:

Inappropriate goal: The student will improve reading.

Appropriate goal: The Student will read words at the 5^th grade level, in isolation, of 3-4 syllables with 90% accuracy as measured by teacher charted records.

• For children who are taking the regular State assessment of academic achievement, annual goals are still required, but short-term objectives are not. For children taking alternative assessment of achievement, both the goals and objectives are required.

2. A statement of special education and related services, and supplementary aids and services to be provided to the child and a statement of the program modifications or supports for school personnel that will enable the child:

a. To advance appropriately toward attaining annual goals;

b. To be involved in the general curriculum as well as extracurricular and nonacademic activities; and

c. To be educated and participate with non-disabled children in these activities.

3. An explanation of the extent, if any, to which the child will not participate with non-disabled children in the regular class and other activities, including:

a. Statement and supporting evidence that indicates why the student's disability prevents him/her from being educated in a less restrictive environment with the use of supplementary aids and services;

5. A statement of any modifications or accommodations necessary so that the child may participate in student achievement tests. If such tests are not appropriate for the child, an explanation why not and how the child will be assessed.

6. The date services, modifications and accommodations will begin and the frequency during the school day, location and duration of these services and modifications.

7. Special education and related services and supplementary aids must be based on peer-reviewed research to the extent practicable.

8. Extended school year services.

9. For students 14 years old, a statement of the transition services needs.

10. For students16 years old, a statement of the required transition services.

a. Transition services at the child's 16^th birthday to include appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills. The services to be identified include courses of study needed to assist the child to reach the transition goals.

11. One year before a student turns 18, a statement explaining that the student has been informed of his/her educational rights and they will transfer to the student at age18.

Other important components of the IEP:

• The concerns of parents and strengths of child.
• All evaluation results, including independent assessments.
• If behavior impedes learning, the IEP team must consider strategies, including positive behavioral interventions.
• If a child is Limited English Proficient, include linguistically appropriate goals, objectives, programs and services.
• Braille instructions if appropriate for visually impaired students.
• Deaf or hard of hearing students, consider student's language and communication needs.
• Assistive technology considerations.