Policy – Category 5000 (Students) BP 5004 – Instructional Planning and the IEP
harassment-free environment for children, parents, related service providers, and LEA employees.
2.4
Responsibilities of Team Members Each member of the team has a clearly defined role based on their area of expertise. The members are knowledgeable about the child and have knowledge about services that could benefit the child. Any individual identified as a service provider should prepare for the IEP meeting by gathering information that would indicate present level(s) of performance, progress achieved toward annual goals/short-term objectives, and other items which may be necessary for the team to consider. Parents should prepare for the meeting by considering how the child will participate in the state and district assessment, their priorities for enhancing the long-term education of their child, identifying which daily living skills the child utilizes at home; considering career/vocational outcomes for the future;
identifying the child’s community participation; and learning strengths/preferences seen in the home and the community.
2.5 Involving General Education Teachers in Implementation of the IEP The LEA case carrier is required to inform general education teachers of their specific responsibilities related to implementing the IEP and the specific accommodations, modifications, and supports specified within the IEP. General education teacher access to the child’s IEP is also required.
2.6
IEP Meeting Agenda Typically, one team member serves as the facilitator. As such, this individual conducts the meeting by guiding the team through the agenda. See Appendix C for sample IEP meeting agenda and guidelines. For the purposes of the state-mandated management information systems (MIS), the final summary of programs/services is contained on the first page of the document rather than in the body of the document.
2.7 Additional Considerations for Writing Effective Individualized Education Programs While it is essential to remember that the IEP is a legal document requiring compliance practices outlined in IDEA 2004, it must also be seen as a working document that reflects learning outcomes for each child with a disability:
BP 5004 – Instructional Planning and the IEP
Page 5
Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 09/18)
Made with FlippingBook - professional solution for displaying marketing and sales documents online