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 student 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. Involving General Education Teachers in Implementation of the IEP The district or 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 student’s IEP is also required. 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. 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 student with a disability: • An IEP must be written for a student with a disability who receives special education and related services; • The IEP is developed by a multi-disciplinary team including parents/guardians and professionals knowledgeable about the student and when possible, the student;
• The IEP must be reviewed and revised at least annually; and • The IEP is used to provide guidance to the instructional process.
Providing a Copy of the IEP to the IEP Team Members and Document Translation It is required that the parent be provided a completed copy of the IEP. This typically occurs at the conclusion of the IEP meeting unless the IEP team specifies in writing within the IEP document that a final copy will be provided at a different time. If any members of the IEP team have issues or questions regarding the final document, it is necessary to reconvene the IEP team to address the issues in question. The IEP should be at no cost to the parent, and translated to parents’ primary
Chapter 4 – Instructional Planning and the IEP, Desert Mountain SELPA As of 04/18/2025 CAHELP Steering Committee Review
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