Who Should Attend an IEP Meeting?

Who Should Attend an IEP Meeting?

by | Mar 15, 2018 | A PRIDE Post, Articles & Resources, PRIDE Reading Program

IEP Attendees – Who Must Attend, and Who is Permitted?

As we approach end-of-school-year IEP season, I always receive questions regarding who should attend IEP meetings. This year, especially, I have heard from an increased number of parents asking whether the proposed list of IEP attendees is appropriate. Below is a guide with information regarding which IEP team members are mandatory, and which team members are permitted to attend, but are not necessarily required to participate.

 

Mandatory IEP Participants:

  • At least 1 general education teacher, if the student is or may participate in the general education setting;
  • At least 1 special education teacher/provider;
  • A representative of the public agency (school district/LEA) 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 education curriculum; and is knowledgeable about the availability of resources of the public agency;
  • At least one person who is able to interpret the results of any evaluations being reviewed (when appropriate/necessary);
  • The Parents (or education rights holder); and
  • The Student, if the Student has turned 18 and holds his/her educational rights.

 

Permissible IEP Participants:

  • Additional teachers and service providers, if available and permitted by the LEA;
  • Any other individuals who have special knowledge regarding the student, including service professionals;
  • The student may attend, when appropriate; and
  • An attorney and/or advocate.

 

When is Attendance Not Necessary:

A mandatory team member is not required to attend the IEP meeting if the Parent and Public Agency consent, and that member’s area of service is not being modified or discussed at the IEP meeting.

 

Excusing Members:

A mandatory team member may be excused, even when the meeting involves discussing the member’s area of curriculum and services, if the Parents and Public Agency both consent, and the member submits prior written input regarding the development of the IEP.

 

Should You Give Notice of Additional Participants?

You do not need to give notice if you plan to bring additional participants to the IEP meeting, but doing so is generally advised. This will ensure that adequate seating is made available. Additionally, if you intend to bring an attorney to the IEP meeting, the Public Agency has a right to bring an attorney, as well. To avoid a meeting being cancelled due to a lack of notice, it is generally advised to notify the Public Agency if you intend to bring legal representation. The District is also not prohibited from having an attorney at IEP meetings when a Parent does not obtain counsel.

 

Key Take-Aways:

  • The school team can choose which teacher(s) will be available for the IEP meeting. If you have a specific teacher that you feel should participate in the meeting, you should make this request in advance. There is no guarantee, but it is appropriate to ask, and explain why this provider’s input is most valuable. You can also request written updates from any teachers who cannot attend.
  • The Public Agency representative is often the school principal, but will sometimes be a director of special education, or program specialist. If you aren’t sure, just ask.
  • You hold the right to excuse mandatory team members for all or part of the meeting. The Public Agency needs to make all mandatory team members available for an IEP meeting within the statutory timelines.

 

Thank you Jazmine Gelfand for being our guest blogger for this week! 

 

Jazmine Gelfand is a special education attorney who offers education and disability legal representation to the greater San Diego community. She is dedicated to zealously representing children with disabilities and their families, through a collaborative and results-oriented approach. Visit her website at www.specialedlegalcare.com or email her at Jazmine@SpecialEdLegalCare.com

IEP Tips – Parent and Teacher Conference

IEP Tips – Parent and Teacher Conference

by | Mar 20, 2016 | A PRIDE Post, IEP

The single most important source of information on your child’s progress is the classroom teacher.  The teacher talks with you after school, at the IEP meeting, and at consistently scheduled conferences.  The teacher completes your child’s progress reports and corresponds back and forth with you.  The teacher talks with the school psychologist, the physical therapist, the speech and language therapist, the resource specialists and administrators about your child’s needs and progress, and then the teacher communicates with you.

 

The abundance of information between you and the teacher will depend mainly upon your relationship with one another.  If the teacher perceives you as a proactive parent who also understands the needs and problems of a teacher, and if you believe the teacher can teach your child effectively, you will probably receive plenty of up-to-date, specific information about your child’s progress.  But how do you as a parent develop this cooperative relationship with your child’s teacher?  You may wish to try some of the following suggestions:

 

  •  Try to develop a personal relationship with your child’s teacher.  Let the teacher know that you are working together with them as a partner in educating your child.

 

  •  Give the teachers and specialists sufficient time to get to know your child before asking their opinions about your child’s progress, problems, the appropriateness of the program, and so forth.

 

  •  Let the teachers and specialists know you understand the difficulties they frequently face in doing their jobs – be empathetic to their needs, too!

 

  •  Prepare for conferences in advance by developing and bringing with you a list of questions, concerns, and comments.  This saves everybody time and ensures that nothing important will be overlooked.

 

  •  Let teachers and specialists know what is important to you in the education and development of your child.

 

  •  Discuss and share your plan for monitoring your child’s IEP, and follow through with that plan.

 

  •  Discuss problems you believe have arisen in implementing the IEP with the teachers and specialists involved.  Don’t begin by going right to the school administrators.

 

  •  Consider ways you might volunteer time or materials for the classroom.

 

As these relationships are developed and strengthened, you will experience more and more confidence in your ability to know and understand your child’s progress and the extent to which her IEP is actually being implemented.

_________________________________________________________________________________________________________

Karina Richland, M.A. is the Founder and Director of PRIDE Learning Centers, located in Los Angeles and Orange County.  Ms. Richland is a certified reading and learning disability specialist.   Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can reach her by email at karina@pridelearningcenter.com or visit the PRIDE Learning Center website at: www.pridelearningcenter.com

 

 

UA-2294581-1