IEP Team Meetings
California Education Code requires school districts to hold an IEP whenever any of the following occur:
- A student has received any formal assessment.
- The student’s placement, instruction, services, or any combination thereof, is to be developed, changed, or terminated.
- The student demonstrates a lack of anticipated progress.
- The parent or teacher requests a meeting to develop, review, or revise the IEP.
- Within thirty days after a student transfers into a member district from a non-SELPA special education program and within thirty days after the beginning of a school year when a referral has been made twenty days or less prior to the end of the previous regular school year.
- When an individual is to be enrolled in a nonpublic school, county school, or state special school.
- At least annually (365 days), to review the pupil’s progress, the IEP, the appropriateness of placement, and to make any necessary revisions. The Annual IEP meeting must address student progress in all settings; review current goals and objectives, noting progress; new goals and objectives and appropriateness of placement and services.
- At least every six months to review out-of-home placement provided for ED Pupils under Chapter 26.5 of the Government Code.
Federal and state laws define the composition of the IEPT. These laws require:
- One or both of the pupil's parents, a representative selected by a parent, or both, in accordance with the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.).
- Not less than one regular education teacher of the pupil, if the pupil is, or may be, participating in the regular education environment. If more than one regular education teacher is providing instructional services to the individual with exceptional needs, one regular education teacher may be designated by the local educational agency to represent the others.
- Not less than one special education teacher of the pupil, or if appropriate, not less than one special education provider of the pupil.
- A representative of the local educational agency who meets all of the following:
- Is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of individuals with exceptional needs.
- Is knowledgeable about the general curriculum.
- Is knowledgeable about the availability of resources of the local educational agency.
- An individual who can interpret the instructional implications of the assessment results.
- At the discretion of the parent, guardian, or the local educational agency (District), other individuals who have knowledge or special expertise regarding the pupil, including related services personnel, as appropriate. The determination of whether the individual has knowledge or special expertise regarding the pupil shall be made by the party who invites the individual to be a member of the individualized education program team.
- Whenever appropriate, the individual with exceptional needs.
Additionally, for IEP Meetings for students who have or will attain the age of 16 during the IEP year and are entitled to an Individualized Transition Plan (ITP), the (District) will invite the student to attend his or her IEP meeting if a purpose of the meeting will be the consideration of the needed transition services for the student. If the Student does not attend the IEP meeting, the district will take steps to ensure that the Student's preferences and interests are considered. The District also shall invite to the IEP meetings a representative that is likely to be responsible for providing or paying for transition services. If an agency invited to send a representative to a meeting does not do so, district will take other steps to obtain participation of the other agency in the planning of any transition services.
In addition, any of the following individuals may participate, as appropriate:
- The SELPA program specialist, school psychologist, SELPA autism specialist, school nurse, school counselor, or other student services worker who has conducted an assessment of the student, when the assessment is significant to the development of the IEP.
- Any other person whose competence is needed because of the nature and extent of the student’s disability.
- A district representative fluent in the student’s primary language when necessary.
Goals and Objectives:
The IDEA 2004 and now California Education Code also provides that, in specific circumstances, narrow circumstances and with written agreement prior to the IEP meeting, a member of the IEPT may be excused from attending the IEP meeting.
The development of goals and objectives is a critical component of the IEP process. The IEP team must address each unique need area of the student identified through the assessment process. Goals will be directly linked to the specific unique need of your child. Staff will document present levels of performance/baselines and will craft measurable goals and objectives that will be focused on during the term of the IEP. Progress reports on your child’s goals will be provided on the dates specified in your child’s IEP. The goals and objectives lead the IEP team members in determining the appropriate level(s) of services that are provided on behalf of the student. Parents are an important part of the development of appropriate goals as well as the discussion related to services.