This means scheduling the meeting at a convenient time and place. It can also mean holding a meeting by phone or videoconference. Learn about rights parents have in the IEP process. After a school evaluates a student and determines that the student is eligible for special education, the first IEP team meeting is held. By law, this meeting must be within 30 calendar days of eligibility. This is an important meeting. Then, they discuss what services and supports the student needs.
This information is put into the first IEP. Some schools present parents with a recommended draft IEP for them to consider at the meeting. Parents must have a chance to weigh in and say what they think should be part of the IEP. See what goes into an IEP. This is called the annual IEP meeting.
Schools typically use the annual IEP meeting to review how things are going. Read about your legal rights during IEP meetings , like whether you or the school can record the meeting. IEP meetings can be emotional for many parents. Even when you know the IEP will provide help, it can be hard to accept that your child needs it.
Sometimes, people disagree over aspects of the IEP. Find out how an IEP meeting helped these parents get on the same page. Read how having support at IEP meetings helped one parent cope. Learn what happened when a mom said no to an IEP. Find out what IEP meetings are like for other parents.
You can connect with real parents who know the ropes in our secure, online community groups. You can also explore a collection of IEP personal stories. Individuals with Disabilities Education Act.
Share Navigating IEP meetings. Podcast Wunder community app. Main menu Our work Blog Surveys and research. Join our team Privacy policy Terms of use Fundraising disclosure Sitemap. The team will review three things during the meeting:.
You may want to explore personal stories about IEP meetings, too:. Related topics School supports. So, I was rather surprised when the IEP meeting was scheduled for half an hour. The return message was no, people had another IEP meeting immediately after ours and therefore it could not be extended but would be rescheduled. Fair enough. Both of my daughters have IEPs and their meetings are always scheduled for an hour, and we usually use the full hour.
It is very reasonable for you to request a longer amount of time. Our meetings at the middle school were scheduled open ended. That is, they started right after school got out, and they only scheduled one per day, so they could take as long as needed. Generally, the principal or vice-principal only stayed for a short time, and the assorted teachers came in at the beginning, but we had the special ed teacher and counseler for as long as needed. Our meeting in elementary school were scheduled in the morning, and often only for 45 minutes they'd try to get two in before classes started.
However, if we needed more time, we just rescheduled to continue on another day. Usually I get an hour but I ask for a draft of what they propose and the results from testing so I can go over it and make intelligent choices. Second meeting I am taking in my child's tutor because I am disagreeing with the level they have her at. The last meeting I am taking my husband there is no way he could make it to so many meetings and he will be my force as I feel I might buckle and agree to what they want instead of what my child needs.
Get all your info from the school before the meeting and don't sign the IEP then till you've gone over it. The first meeting I attended was scheduled for an hour we ended up taking 3.
After that, we have always had a block of time available, and neither the ones I attended for my son, nor the ones I have attended as a friendly face has failed to take less than 2 hours, with 3 being very typical. Just a reminded, seriously consider taping this and all meetings with the schools. File a blanket notice to intent with the district office and use these tapes to review what was said by whom.
If you would like greater detail for my strategy of taping, just ask. Transitional IEP meetings are done for all kids changing from one school setting to another, e. Transitional IEP meetings are done like a cattle call over several days with meetings scheduled back to back every 30 minutes. If more time is needed to talk about particulars then they will set up another meeting.
I recently attended a transitional IEP meeting for my daughter who is moving from middle to high school and it was 30 minutes on the spot School systems may not routinely or unilaterally excuse IEP team members from meetings as parent agreement or consent is required in each instance.
It is up to each public agency to determine the individual in the LEA with the authority to make the agreement or provide consent with the parent to excuse a team member for the meeting.
The designated individual must have the authority to bind the LEA to the agreement with the parent or provide consent on behalf of the LEA. As you can see, there are a lot of important matters to talk about in an IEP meeting! The resultant IEP will then guide how services are provided to the child in the coming year. Before the school system can provide the child with special education for the first time , parents must give written consent. Placement—where the child receives his or her special education and related services—is a complicated issue and is the subject of a suite of pages called Placement Issues.
While we refer you to both of these sources of detailed information, this summary remark puts placement within its proper context:. Who decides placement, based on what? As the summary remark above indicates, the placement group may or may not be the IEP team, but in all cases, the parents are members of that group and participate in making the determination of placement for their child.
Once the IEP is written, it is time to carry it out—in other words, to provide the child with the special education and related services as listed in the IEP. This includes all supplementary aids and services and program modifications that the IEP team identified as necessary.
These are:. Beginning services. Accessibility of the IEP to those implementing it. The purpose of this requirement is to ensure that teachers and providers understand their specific responsibilities for implementing an IEP, including any accommodations or supports that may be needed… However, the mechanism that the public agency uses to inform each teacher or provider of his or her responsibilities is best left to the discretion of the public agency.
Thus, the school system has an affirmative obligation to inform teachers and providers of their responsibilities to implement the IEP , but how it does so is a matter left up to the discretion of the state and the school system. The meeting will be similar to the IEP meeting described above. The team will talk about:. The IEP team may also meet periodically throughout the course of the school year, if circumstances warrant it.
For example, parents may feel that their child is not making good progress toward his or her annual goals. Or—on the positive side—the special educator on the team may want to write new goals, because the student has made such great progress!
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