IEP Team Slides IEP Team Roles
Understanding the Multidisciplinary Team
UNIT 1
Lesson 1
Who Am I?
"I am the person who knows the student's daily classroom performance best. I provide data on how they interact with peers and the general curriculum."
Clues:
Expert on Grade-Level Standards
Legally mandatory for every meeting
Usually the one implementing accommodations in class
Identify the Member...
The "Big Five" Mandatory Members
The Parent
The expert on the student's history and home life.
Gen Ed Teacher
The expert on curriculum and standards.
Special Educator
The expert on modifications and IEP compliance.
LEA Rep
Administrator who controls resources and funding.
The Student
The expert on their own goals and needs.
Who Can Sign What?
Informed Consent
Only the parent/guardian can legally authorize services or evaluations.
Compliance Authority
The LEA Representative (often a Principal) ensures the meeting follows federal law.
Interpreting Results
A member who can interpret evaluation data (like a Psychologist) must be present.
"If a mandatory member is missing without written excuse, the whole meeting might be legally invalid."
Crucial Fact
Systems Thinking: Intersecting Roles
Feedback Loops
Gen Ed provides data → SpEd designs strategy → Gen Ed implements → Student provides feedback.
Support Networks
The Parent shares what works at home to help the teacher manage behavior at school.
THE COLLABORATIVE IEP
Leadership
Expertise
Advocacy
Legality
Team Role Tracker Worksheet Team Role Tracker
Collaborative IEP Leaders: Lesson 1
Name:
Date:
1
The Mandatory Five
Match the legal description to the correct IEP team role by writing the role name in the space provided.
"Provides data on the student's progress in the general education curriculum and helps identify needed supports."
Role Title
"Must be invited whenever transition services are discussed (often starting at age 14 or 16)."
Role Title
"An individual who is qualified to provide or supervise special education and is knowledgeable about general curriculum."
Role Title
"Has the authority to commit agency resources (funding, staffing) and ensures services in the IEP will be provided."
Role Title
2
Intersecting Expertise
SCENARIO A
The Parent mentions that the student is having intense anxiety during homework time, which isn't being seen in the classroom.
How should the Special Educator and General Educator use this info?
SCENARIO B
The Student wants to take an Advanced Art class, but the LEA Representative is worried about the cost of a 1-on-1 aide for that elective.
What is the legal priority in this disagreement?
3
Professional Reflection
In your opinion, which team member carries the most responsibility during the meeting? Why? Support your answer with a legal or practical reason from today's lesson.
IEP Leadership Series Section 504 & IDEA Compliance Training
IEP Timeline Slides The IEP Cycle
From Referral to Review
UNIT 1
Lesson 2
The Great IEP Race
3 MINUTE CHALLENGE
If we don't follow the timeline, we break the law. Can you order these phases before the clock runs out?
ELIGIBILITY
EVALUATION
REFERRAL
CHILD FIND
IEP MEETING
ANNUAL REVIEW
01
Child Find & Referral
Child Find: Legal requirement for schools to identify and evaluate students who may need special education services.
Referral: A formal request (usually by a parent or teacher) to evaluate a student for services.
The 15-Day Rule
Once a referral is made, the district usually has 15 school days to respond to the parent with an assessment plan or a denial.
Evaluation & Eligibility
The 60-Day Clock
From the day the parent signs consent for evaluation, the school has 60 calendar days to complete all testing.
Multiple Measures
Evaluation must include multiple types of testing (IQ, Academic, Social, Speech, etc.). No single test decides everything.
Determining Eligibility
Does the student have a disability?
Does the disability adversely affect educational performance?
Does the student require specialized instruction?
The Living Document
IEP Development
Once found eligible, the team has 30 days to meet and write the initial IEP.
Annual Review
The IEP must be reviewed and updated at least once every 365 days.
The Cycle Continues
"The process is a circle, not a line. We constantly monitor, adjust, and re-evaluate to ensure the student's needs are met."
Timeline Scramble Sheet The Great IEP Race
Collaborative IEP Leaders: Lesson 2
Name:
Date:
1
The Legal Order
Number the following phases of the Special Education cycle from 1 to 8 in their correct legal sequence.
Eligibility Meeting
Child Find / Identification
Annual IEP Review
Formal Evaluation (Testing)
Parental Consent for Evaluation
Initial IEP Development
Referral for Services
Triennial Re-evaluation
2
Watching the Clock
15 School Days
District responds to a referral for evaluation.
60 Cal. Days
Complete evaluation after parent signs consent.
30 Cal. Days
Create IEP after student is found eligible.
365 Days
Legal limit between IEP review meetings.
3
Is It Legal? Case Check
CASE #104
A parent signed consent for evaluation on January 1st. The school finished testing on April 15th. They blamed the delay on Spring Break and staff illness.
Explain if this is a timeline violation
CASE #105
A student moved to a new state. The school immediately implemented the old IEP but set a date to review and update it within 30 days.
Explain why this follows proper procedure
Self Advocacy Slides Lead the Meeting
Self-Advocacy & Student-Led IEPs
UNIT 1
Lesson 3
Whose Meeting Is It?
Scenario A: The Bystander
"The teachers talk about the student's grades and behavior for 45 minutes. The student sits in the corner on their phone, only speaking when asked, 'Do you have anything to add?' at the very end."
Scenario B: The Leader
"The student opens the meeting, introduces everyone, and presents a slide deck about their strengths and future career goals. They explain which accommodations help them most in Math."
The Impact
Which scenario leads to better outcomes? Why do adults often take over the conversation?
Levels of Leadership
01
Presence
Attending the meeting and listening to the team.
02
Contribution
Sharing strengths, interests, and basic needs when asked.
03
Collaboration
Suggesting specific goals and accommodations.
04
Leadership
Facilitating the agenda and presenting data/progress.
The Self-Advocacy Toolkit
1
Know Your Disability
Can you explain your diagnosis in your own words?
2
Know Your Rights
Do you know what "FAPE" and "LRE" mean for you?
3
Know Your Accommodations
Which ones are working? Which ones are pointless?
Key Phrase:
"Nothing about me, without me."
The core philosophy of the disability rights movement.
Planning for Life After 12th
The student is the most important member for Transition Planning. What are your goals for college, career, and independent living?
Success is 75% Preparation, 25% Communication
IEP Scripting Template Lead Your Way
Meeting Script & Prep Guide
Name:
Date:
Use this template to prepare for your participation in your next IEP meeting. Whether you lead the whole thing or just one section, having a script helps your voice be heard clearly.
The Opening
"Hello everyone. Thank you for coming. Today, we are here to talk about my..."
"I would like to start by introducing everyone. I have my..."
My Strengths
List 2-3 things you are proud of in or out of school.
My Challenges
What is the hardest part of school for you right now?
3
Accommodation Audit
The Accommodation Helpful? Why / Why Not? YES / NO YES / NO YES / NO
The Closing Statement
"Finally, my biggest goal for next year is to..."
"Does anyone have questions about my presentation?"
Conflict Resolution Slides Finding Consensus
Conflict Resolution in IEPs
UNIT 1
Lesson 4
The Power Struggle
The Conflict
A parent insists their child needs a specialized private reading tutor paid for by the district. The Principal (LEA) says the current school program is "good enough" and refuses to pay for outside services.
What happens now?
Does the loudest person win?
Does the law have a "tie-breaker"?
How do we keep the meeting professional?
Common Roadblocks
Placement Conflict
Disagreement over WHERE the student should learn (Gen Ed vs. Special Class).
Service Conflict
Disagreement over HOW MUCH service (e.g., 30 min of speech vs. 60 min).
Progress Conflict
Disagreement over DATA (School says student is improving; Parent disagrees).
Consensus Strategies
Park It
Moving a difficult topic to a "parking lot" to discuss at the end, so the rest of the meeting can move forward.
The "Middle" Proposal
Offering a trial period for a service (e.g., "Let's try 45 minutes for 6 weeks and review the data").
Ask for Clarification
Instead of saying "No," ask "Can you help me understand the data behind that request?"
Consensus ≠ Everyone Loves It
Consensus means every member can live with the decision and support it professionally.
Scripting the Calm
Instead of...
"We aren't doing that. It's too expensive."
Try...
"Based on our current data, we are seeing growth with the current supports. Let's look at that data together."
Instead of...
"You're wrong about my child's behavior."
Try...
"I see a different side of them at home. What can we do to bridge that gap in the classroom?"
Negotiating Success Activity Negotiating for Success
Conflict Resolution Scenarios
Name:
Date:
Consensus Language Bank
"Can we look at the data together?"
"Let's trial this for 30 days and review."
"I'd like to 'park' this for the end of the meeting."
"Help me understand why that's important to you."
"Is there a middle ground we can explore?"
Read each scenario below. You are the mediator in this meeting. Draft a response that acknowledges both sides and proposes a professional, data-driven "middle ground" solution. Use at least one phrase from the Language Bank for each scenario.
Scenario 1: The Extra Time Debate
The Gen Ed Teacher says 50% extra time is making the student lazy and they should only get 25%. The Parent is furious, saying their child will fail without the full 50%.
Your Professional Response:
Scenario 2: The Service Cut
The LEA Representative wants to reduce Speech Therapy from 60 minutes to 30 minutes to save on staffing. The Special Educator believes the student still needs 60 to meet their goals.
Your Professional Response:
Scenario 3: The Goal Disconnect
The Student wants a goal related to coding, but the Parent wants them to focus entirely on handwriting. Both are refusing to back down.
Your Professional Response:
Scenario 4: The Inclusion Fight
The Parent wants the student in full inclusion (General Ed) for Science. The Gen Ed Teacher argues the student's behavior is too disruptive for a class of 30.
Your Professional Response:
IEP Simulation Packet IEP Meeting Packet
Official Simulation Documentation
Student Focus
"Alex Jordan"
Annual Review Agenda
1. Introductions & Purpose: Facilitator opens the meeting and explains the goal.
2. Student Vision: Alex shares strengths, interests, and post-secondary goals.
3. Present Levels (PLAAFP): Teachers share current data on academic and social progress.
4. Goal Development: Team discusses and agrees on new measurable goals.
5. Accommodations: Review what stays, what goes, and what is added.
6. Consensus & Closing: Team signs the attendance and summarizes next steps.
Meeting Attendance
Mandatory Member Role Name (Printed) Signature Parent / Guardian General Education Teacher Special Education Teacher LEA Representative (Admin) The Student
Official Meeting Minutes
Assign one team member as the recorder
Key Discussion Points & Agreements:
Items for "Parking Lot" (Unresolved Conflict):
Final Consensus Status:
FULL AGREEMENT
PARTIAL AGREEMENT (Mediation Required)
IEP Simulation Role Cards Confidential
The Parent
Personality:
Protective and slightly anxious. You feel like the school doesn't see your child's full potential.
Secret Agenda:
You believe Alex needs 1-on-1 reading support for 60 minutes a day. Do not agree to the IEP unless some extra reading help is added.
Key Phrase:
"I see a lot of struggle at home that isn't showing up in your grades."
Confidential
LEA Rep (Admin)
Personality:
Professional and budget-conscious. You want to follow the law but avoid unnecessary costs.
Secret Agenda:
The school budget is tight. You MUST try to talk the parent out of any 1-on-1 services unless they have undeniable data to prove it's needed.
Key Phrase:
"Let's look at what resources are currently available in the general classroom."
Confidential
Special Educator
Personality:
Organized and data-driven. You are the mediator between the parent and the school.
Secret Agenda:
You want Alex to spend MORE time in General Ed (Inclusion). Try to convince the team to move Alex out of the "Resource Room" for Science.
Key Phrase:
"The data shows that Alex performs better when paired with neurotypical peers."
Confidential
Gen Ed Teacher
Personality:
Practical and standard-focused. You care about Alex but have 30 other students to manage.
Secret Agenda:
You are worried about Alex's behavior in Science. You will only agree to full inclusion if the district provides an aide to help in the lab.
Key Phrase:
"I want to make sure the environment is safe and productive for everyone in the class."
Confidential
The Student (Alex)
Personality:
Trying to be a leader but nervous. You want to be independent after high school.
Key Phrase:
"I appreciate the help, but I want to try doing this on my own more often."
Secret Agenda:
You HATE having an aide follow you around. Your main goal is to get the team to remove the requirement for an "individual aide" during lunch and electives.
