The IEP Meeting

(Adapted from Special Education Rights and Responsibilities, Sixth Edition, Written by CASE and PAI)

1. The parent must be given advance notice of the IEP meeting and the time and place of the meeting shall be mutually agreed to between the parent and the school.

2. The following people should attend the meeting:

a. A school person who has knowledge of special education programs and qualified to provide or supervise special education services. This person must also have the authority to approve funding for special education and related services without having to obtain permission from other school officials.

b. The parent(s) of the child.

c. The child’s regular education teacher. If the child is suspected of a learning disablity, one other person, usually a special education teacher, who has observed the child in a classroom or other appropriate setting.

d. The people who conducted the assessments or a person qualified to interpret and explain the assessment results.

e. If the child is receiving services from Medi-Cal, or California Children’s Services, or county mental health, representatives from these agencies may and probably will attend.

f. An interpreter must be provided if the parent does not speak and or understand English.

g. The child, if appropriate.

3. The parent can bring whoever they want to the meeting including an advocate, friend, regional center or other caseworker or attorney. With the consent of the parent, the advocate/case manager/attorney can actively advocate for the rights of the child.

4. The content areas of an IEP meeting include:

a. A discussion and description of the child’s current level of functioning including academic and non-academic areas.

b. Development of annual goals and short-term objectives that come from the level of the child’s current functioning. The goals and short term objectives will always include academic areas but can if appropriate include behavioral goals and short term objectives.

c. Discussion and description of the support services required by the child. (Related Services, Designated Instruction and Services) It is important that after the discussion, the results need to be included in the written form of the IEP.

d. Discussion and description of placement recommendation and significant details of placement, for example, class size, integration and mainstreaming opportunities.