IEP Meeting

Parent Notification 

Parents are critical and necessary members of the Individualized Education Program (IEP) team and shall be given sufficient written notice of the IEP meeting so that they can attend and participate. The term parent refers to a natural parent, adopted parent, or legal guardian (EDC §49061). To ensure parent participation, the following is advised: Contact parents and IEP team members (at school and outside service providers) to arrange a meeting at a mutually agreed upon time and place. 

• It is recommended that parents be sent a Meeting Notice a minimum of 10 days before the IEP Meeting (the Meeting Notice form is available in SEIS). 
• On the Meeting Notice, indicate the purpose of the meeting, time, location, and the titles of those in attendance. 
• Ask the parent(s) to sign and return the meeting.  
• Arrange for an interpreter if necessary. 
• Notify all IEP team members of the upcoming meeting to ensure their attendance. 
• Place a copy of the signed Meeting Notice in the student's special education file and upload this notice to the student's record in SEIS.  

According to EDC §56341.1(g), parents, LEAs/districts, and the Special Education Local Plan Area (SELPA) may electronically record an IEP meeting if the requesting party provides other IEP team members with 24 hours' notice. If the recording is at the request of the LEA/district or the SELPAs, and the parent objects or refuses to attend the meeting because it will be recorded, then the meeting shall not be recorded. 

IEP Team Membership 

As defined in EDC §56341, the following individuals are required members of an IEP Team to develop, revise, or review the IEP, determine eligibility, and/or recommend placement for any pupil. The student's parent(s)/legal guardian(s)/surrogate parent or an individual selected by the parent. For further information regarding the definition of parent or information on surrogate parents, visit the "Surrogate Parent Procedures" section of this Procedural Guide. It is important to note that no individual or agency is authorized to sign with consent to an IEP unless they possess educational rights for the student. 

• An administrator or an administrative designee (other than the student's teacher) who is knowledgeable of program options appropriate for the student. This person must be authorized to make decisions and allocate resources. 
• Not less than one general education teacher. The El Dorado SELPAs advise that the student's current general education teacher attend the meeting. If the student does not have a general education teacher, the teacher with the most recent and complete knowledge of the child and who is qualified to teach a student of their age should attend.  
• Not less than one special education teacher of the student, or, if appropriate, not less than one special education provider of the student.    

When appropriate, the IEP team may also include the following: 

• The student. 
• Other persons who possess expertise or knowledge necessary for the development of the IEP. 
• An assessor(s) who conducted an assessment and is presenting their report for the IEP team; or an individual with the appropriate qualifications to present the assessment report on behalf of an assessor. 
• For students with suspected learning disabilities, at least one member of the IEP team other than the student's general teacher who has observed the student's educational performance in an appropriate setting. 

Membership Excusal 

34 CFR §300.321 allows for the excusal of IEP team members based on the following:  Not Necessary: A member of an IEP team may not be required to attend an IEP meeting, in whole or in part, if the parent of a child with a disability and the LEA/district agree that the attendance of such member is not necessary because the member's area of the curriculum or related services is not being modified or discussed in the meeting. 

• Necessary, but excusable: A member of the IEP team may be excused from attending an IEP meeting, in whole or in part, when the meeting involves a modification to or discussion of the member's area of the curriculum or related services, if both of the following occur: 
• The parent and the LEA/district consent to the excusal in writing by completing the IEP Excusal Form (available in SEIS) and 
• The excused IEP team member submits, in writing, to the parent and the IEP team input into the development of the IEP prior to the meeting. 

When an IEP team member is excused, other team members should refrain from reinterpreting the data of the excused team member or answering questions outside of the scope of their credentials. 

Agenda 

It is essential that a well-organized and structured IEP team meeting be conducted. The meeting outline which follows is recommended as a guide for conducting IEP team meetings. Depending on the purpose of the meeting, the IEP Meeting agenda may be amended. An example IEP Meeting agenda can be found in the SEIS document library. Additionally, please see the "Initial and Triennial Planning Sheet”  and "Educational Benefit Guidelines"as additional resources when planning IEP Meetings.  Efforts should be made to present information in a manner that is easily understood by all members of the IEP team, including the parents. This includes providing parents with translated documents when necessary.  

• Welcome: Welcome all participants to the meeting and thank them for their participation. 
• Introduction of All Persons Present: Record the names, titles, and agency/school of all attendees, including individuals who may be participating by phone, in the meeting notes. Use the Excusal Form if necessary and obtain parent signature. The IEP team may wish to sign the attendance sheet at this point or at the close of the IEP. 
• Purpose: The meeting facilitator should briefly review the purpose of the meeting. 
• Agenda Overview: The meeting facilitator should briefly review the proposed agenda and request additional agenda items or questions from IEP meeting team members. The IEP team shall finalize and agree on an agenda before continuing the meeting. 
• Establish Time Parameters: The meeting facilitator should review the previously agreed-upon start and end time for the IEP meeting. If anyone has to leave the meeting at a specific time, address it with the entire team and document the time the individual(s) leave in the IEP meeting notes. An excusal form should be completed and signed by the parent and the Administrative Designee. If the parent disagrees with someone's request to leave early, the team will have to adjourn the meeting at the point of the member's departure and schedule a continuation meeting when the member can attend the entire meeting. Assign a designated person to be the timekeeper, if necessary. 
• Procedural Safeguards: Provide/verify that the parents have received a copy of their Notice of Parental Rights and Procedural Safeguards. The meeting facilitator shall ask the parents if they have any questions or would like further clarification regarding their rights and procedural safeguards. A copy of Parent Rights and Procedural Safeguards should be presented at minimum one time annually, but it is suggested that they be provided at the beginning of each IEP Meeting. Parents may decline an additional copy of these rights, although one must be offered. It is recommended that the note-taker document in the IEP notes that these rights were offered and accepted or offered and declined and whether the parent had any questions. Further information can be found in the "Procedural Safeguards"  section of this Procedural Guide. Copies of the Procedural Safeguards in English and additional languages can be found in the SEIS Document Library.  
• Review of Information/Eligibility Page: Review the Information/Eligibility page of the IEP to make sure that parent(s) address(es) and phone number(s) are up to date. 
• Statement of Eligibility/Non-eligibility: If eligibility is being considered or reviewed, the following applies: 
  • If the IEP team determines that the student is not eligible for special education services or no longer eligible, document on the IEP form that "assessment results indicate that special education services are not appropriate at this time" and check the box on the form indicating "not eligible". 
  • If further assessment is needed to clarify eligibility, the IEP team meeting may be suspended pending further testing or evaluation but reconvened as soon as possible. 
  • If the student is not eligible for special education services but educational concerns are present, the IEP team meeting should be adjourned. The general education support options may be explored, including possible referral to the Student Study Team (SST) and/or consideration of an assessment for 504 eligibility. 
  • If the student is determined by the IEP team to be eligible for special education, proceed with the rest of the IEP meeting agenda.
• Student Strengths/Preferences/Interests: Any member of the IEP team may share student strengths with the team. These may include but are not limited to academic, social, and behavioral strengths or student preferences, likes, hobbies, and talents. 
• Parent Concerns: Parents should have an opportunity to share their concerns and provide relevant information to the team. The person taking the notes should document how the parent's concerns were addressed during the meeting or capture the discussion regarding how the team will address that concern in the future. 
• Present Levels of Performance: The meeting facilitator should request each IEP meeting participant to provide data to update the student's present levels of performance, including the parent(s)/guardian(s). Each classroom teacher should provide input, as well as parents and each assessor. When appropriate (student will turn 16 years of age before the next annual IEP), complete transition paperwork in conjunction with present levels, goals, and services.  
  •  Areas of Need: For the student to receive educational benefit, in which areas of need do goals need to be written? The areas of need should align with the present levels and be supported by data. 
    • Assessment reports conducted by specialists trained in these specific areas should provide information indicating the need for specialized materials, devices, or supports. 
•  Individual Transition Plan (ITP): As defined in California Education Code section 56345, an ITP must be included in the IEP that will be implemented when the student turns 16 years of age, or younger, if deemed appropriate by the IEP Team. The IEP Team must discuss, implement, and review the student's ITP annually. For further information, guidelines, and resources, visit the "Transition" portion of the SELPA's website or the "Transition Planning” section of this Procedural Guide. 
• Special Factors: 
  • Assistive technology: Does the student require assistive technology devices and/or services to access learning? Did the team have an assistive technology assessment completed?
  • Low incidence: Does the student require low incidence services, equipment and/or materials to meet educational goals? Is this student eligible under a low incidence disability (visual or hearing impairment, severe orthopedic impairment, or any combination thereof)?
  • Deaf or Hard of Hearing: Consider the communication needs of the child, including: 
    • Child's language and communication needs, 
    • Opportunities for direct communications with peers and professional personnel in the child's language and communication mode, 
    • Academic level, and 
    • Full range of needs, including opportunities for direct instruction in the child's language and communication mode
    • If yes, does the student need primary language support?
    • If yes, who will provide language support? 
    • What will be the language of instruction for the student? 
    • Who will provide ELD services to the student? What type of ELD services will be provided?
  • Behavior: Does the student's behavior impede the learning of self or others, yes or no?  
  • If yes, specify positive behavior interventions, strategies, and supports. Consider whether a behavioral goal and/or a Behavior Intervention Plan (BIP) is appropriate depending on the student's needs.
• Statewide Assessments: The IEP team shall discuss participation in statewide assessments, including any needed accessibility resources to be documented in the student's IEP. The "California Assessment Accessibility Resources Matrix" presents the current universal tools, designated supports, and accommodations adopted by the State of California for the Smarter Balanced Assessment Consortium (SBAC) assessment. 
• Review of Progress on Current Goals/Objectives: At plan review and eligibility evaluation meetings, IEP teams must address the previous year's goals and objectives and note on the document whether goals were met. If previous goals were not met, document action to be taken (i.e., continue with additional supports, discontinue or modify) and revise the goal.
  • New Goal/Objectives Based on Current Needs: At initial meetings, plan review, and eligibility evaluation meetings, the IEP team shall develop goals tied to the areas of need identified by assessments and/or present levels. As a team, the IEP meeting participants shall establish goals and/or additional support for all areas of need that were identified in the present levels of performance.
• Each measurable annual goal, including academic and functional goals, shall be designed to do the following: 
• Meet the individual's needs that result from the individual's disability to enable the pupil to be involved in and make progress in the general curriculum 
• Meet the pupil's other educational needs that result from the individual’s disability 
• Be linguistically appropriate for the student if the student is an English Language Learner 
• Offer of Program/Services Based on Goals/Objectives: In considering program alternatives, the IEP team shall make a recommendation based on the individual needs of the student and not based on the category under which the student is determined to be eligible for special education. 
  •  The IEP team shall consider the full continuum of program options to ensure that all students are provided a Free Appropriate Public Education (FAPE) in the least restrictive environment (LRE) and document options considered on the services page of the IEP. 
  • After reviewing all program options, the IEP team shall recommend appropriate related services, calculated to offer the student the opportunity to achieve educational benefit. 
• Accommodations/Modifications: Consider what classroom and campus supports the student will need to obtain educational benefit. These accommodations and modifications are those that the student requires beyond what is currently available to general education students. Further information regarding accommodations and modifications can be found in the "Curriculum Adaptations"  section of this Procedural Guide.  
• Supplementary Aids, Services and Other Supports for School Personnel, for the Student, or on Behalf of the Student: The IEP team shall develop a list of supplementary aids and services based on peer-reviewed research to the extent possible. The frequency, duration, and location of services to be provided must be specified on the IEP. It is not recommended to write in "as needed" for duration or frequency. The IEP team shall also document program modifications or supports for school personnel. The services, supplementary aids, program modifications, and/or supports will be provided to enable the student to do the following: 
  • To progress towards obtaining their annual goals 
  • To be involved in and make progress in the general education curriculum in accordance with their present levels and functional performance 
  • To participate in extra-curricular and non-academic activities 
  • To be educated and participate with other students with exceptional needs and non-disabled peers. 

The El Dorado SELPAs recommends that the IEP include all accommodations and supports a student requires, including those related to behavior intervention plans or state testing. Document needed classroom supports at the top portion of the "Services- Offer of FAPE (Free and Appropriate Public Education)" form under supplementary aids, services & other supports. Classroom support refers to support in the classroom, which may include additional adult support. If a student requires individualized support from an aide, it would be documented on the bottom portion of the "Services-Offer of FAPE" form under special education and related services. 

• Emergency Circumstances Page: The Emergency Circumstances Page must be discussed and completed at the initial and subsequent annual plan review meetings. If instruction, services, or both, cannot be provided to the student, either at school or in person for more than 10 school days due to one or more emergency conditions as defined by EDC §46392(a) and EDC §41422(a), student's IEP services will be provided to the extent practicable, taking into consideration the student's unique circumstances, the specific emergency circumstance(s), district policy, and federal, state and local orders. 
• Educational Setting-Offer of FAPE: What is the most appropriate placement in the Least Restrictive Environment (LRE) for this student? Each LEA/district must ensure that:
  • To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and 
  • Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily [34 CFR §300.114(a)]. 
  • Additional Considerations: 
    • Percentage (%) of time in/out of general education classes and rationale for time out of general education 
    • Indicate other agencies working with the student 
    • Indicate promotion criteria 
    • Progress monitoring/progress reporting 
    • Activities to support transition  

Extended School Year (ESY): Complete the "Extended School Year" (ESY) forms located in SEIS to help the team determine if a student needs ESY support. For more information, see the "Extended School Year” section of this Procedural guide.  

• Ending the Meeting: 
  • Confirm Agreements 
  • Obtain Signatures:
    • All IEP team members, including parents and the student (when the student is present), sign in attendance of the IEP. If parents agree to the IEP and placement of their child, they will also sign in consent to the IEP document. 
    • If the parent does not consent to all components of the IEP, then the parent should indicate those areas of exception on the signature page. If the parent needs more writing space, an additional piece of paper can be used and attached to the IEP. Whether the parent submits their letter of exception at the IEP meeting or returns with a letter that explains the areas of exception, it shall be accepted as a supplemental document to the IEP and attached in the Special Education Information System (SEIS). 
    • The notes page should reference the additional page of exceptions. If a parent submits consent to some components of the IEP and lists exceptions to others, the case manager should work with the parent to schedule a future IEP meeting to discuss the areas of exception. Any areas of the IEP to which the parent does not consent will become areas of exception and will not be implemented. 
    • The components of the program to which the parents have consented may be implemented so as not to delay providing support and services to the student. 
    • Written parent permission must be obtained prior to initiating services and/or educational placement.  The services and/or placement will begin following the parent's written approval of the IEP. 
    • Follow Up: If there are any outstanding agenda items or concerns that the IEP team was not able to discuss/reach a consensus on, another IEP meeting shall be scheduled as soon as the team can set a mutually agreeable meeting date. 
    • Provide parents with a copy of the IEP. 
    • Place a copy of all IEP Documents into the student’s special education file and upload all signed documents (i.e., Notice of Meeting, Parent Consent, Excusal Forms, and Reports) into SEIS. 
    • The LEA/district may need to send parents a Prior Written Notice (PWN) after the meeting. The purpose of this is to document any changes or proposed changes to the IEP. For further information, see the "Prior Written Notice” section of this procedural guide. 

Useful Links:

Surrogate Parent Procedures Section of the PG: http://charterselpa.org/wp-content/uploads/2018/01/SURROGATE-PARENT-PROCEDURES.pdf 

Procedural Safeguards Section of the PG: http://charterselpa.org/wp-content/uploads/2018/01/PROCEDURAL-SAFEGUARDS.pdf 

Initial and Triennial Planning Sheet: https://charterselpa.org/wp-content/uploads/2021/07/Initial-and-Triennial-Planning-Sheet.pdf 

Educational Benefit Document: https://charterselpa.org/wp-content/uploads/2017/11/Ed-Benefit-Document.pdf 

SELPA's Transition Page: https://charterselpa.org/transition/ 

Transition Planning Section of the PG: http://charterselpa.org/wp-content/uploads/2018/01/TRANSITION-PLANNING-AND-STUDENT-LED-TRANSITION-MEETINGS.pdf 

CA Assessment Accessibility Resources Matrix: https://www.cde.ca.gov/ta/tg/ca/accessibilityresources.asp 

Curriculum Adaptations Section of the PG: https://www.edcoe.org/educational-services/selpa-special-education-local-plan-area/selpa-procedural-guide/curriculum-adaptations/ 

Extended School Year Section of the PG: https://www.edcoe.org/educational-services/selpa-special-education-local-plan-area/selpa-procedural-guide/extended-school-year/ 

Prior Written Notice Section of the PG: https://www.edcoe.org/educational-services/selpa-special-education-local-plan-area/selpa-procedural-guide/prior-written-notice/