Roll Call! Who’s On Your IEP Team?

Some IEP teams are small and some are HUUUGE. It all depends on the nature of the student’s needs and… to be honest… how supported the family feels. It is not a team when families feel an us vs them atmosphere. 

Let’s dive into who is on the team… 

*CASE MANAGER*

In elementary school, this is usually the student’s special education teacher. Some kids are serviced in a Learning Center where the teacher pulls them for services or pushes into the general education classroom. In this case, they are on the general education teacher’s roster. Other kids are in a special education program for the majority of their day, and that teacher is their case manager. If a student has a Speech-only IEP, that means they are in the general education classroom and receive speech and language services. In this case, the Speech Pathologist is the case manager. In all of these cases, this is the go-to person for families. They are the one that is most familiar with special education services the students are receiving and are responsible for the completion of the IEP documents. Generally, case managers also conduct academic achievement assessments for their students for triennials and run the IEP meetings. Not sure what’s on the agenda for running your IEP meetings? Fill out the form to get the IEP agendas freebie!

*PARENTS/GUARDIANS*

Parents know their kids best. They are typically 100% invested in their child’s success. Helping families to be fully informed of their rights and special education services is imperative for the success of the students. Parents and guardians are equal members on the IEP team and must be treated as such. As the case manager, we need to have regular open communication. No surprises…ever. When it comes time to writing IEPs, we need their input. [Shameless plug coming at ya!] This Parent/Guardian IEP Input form makes it incredibly easy to get that input. You can just share a google form with families to complete or send home the printable google doc. Both are editable! Seriously… SO HELPFUL!

*L.E.A. REPRESENTATIVE* 

(Local Education Agency…AKA…your district)

This is most often your principal, but can also include your district level support person. (My districts called them coordinators, program specialists…) They are the person that is supposed to be most informed of what can legally be done in regards to special education services. They have the tough job of ensuring balance between meeting the needs of the students and the requirements of the district. The district level person also gets the extremely difficult cases elevated to them. 

*GENERAL EDUCATION TEACHER(S)*

Our students are usually included in Gen. Ed. recesses, lunch, assemblies, field trips at the minimum. Best practice is to maximize time in Gen. Ed. In order for us to know what is needed in this classroom setting, we need input from their general education teachers. Goals and accommodations are so much easier to write when we have their input. [Another shameless plug coming your way!!] This Gen. Ed. IEP Input Form is perfect for this! You get an editable google form and google doc to share however you prefer. 

*SCHOOL PSYCHOLOGIST*

School psychs conduct assessments that focus on cognitive, emotional, and behavioral functioning for initial and triennial IEPs. They write lengthy reports and present them at these IEPs. Their role is to determine if a student qualifies for special education services and under what eligibility. They often do individual and group counseling to help students in areas like anger management, social skills, and problem solving. 

*SPEECH PATHOLOGIST*

Speech pathologists conduct assessments that focus on speech and language for initial and triennial IEPs. For students that qualify for speech services, they provide intervention specific to things like articulation, receptive, and expressive language. They often work closely with the special education teachers. 

*OCCUPATIONAL THERAPIST*

O.T.s areas of focus include academics, play and leisure, social participation, self-care skills, and transition/work skills. Their job is not just helping kids with writing. They do so much more! They also conduct sensory and fine motor assessments for initial and triennial IEPs. 

*Adapted Physical Education (A.P.E.)*

APE teachers assess motor skills and develop, adapt, and implement specialized PE programs. Students often qualify for APE when they cannot adequately access the general education PE programs. 

*BEHAVIOR INTERVENTION SPECIALIST*

This role is usually held at the district level. They will often conduct an FBA (Functional Behavior Assessment) to determine the behavioral needs of a student and provide behavior intervention services and write Behavior Intervention Plans (BIP.) BIPs include replacement behaviors for maladaptive ones and specifically lay out how to teach and reinforce those behaviors. 

*Counselor/Therapist*

Sometimes students need mental health support at school. They can qualify for school-based therapy. The person in this role must attend IEPs as their service is specific to what’s written in the IEP. 

These are the most common team members. Sometimes, a district nurse, physical therapist and other district specialists might attend. 

Parents have the right to have advocates and supervisors from in-home services attend IEP meetings. They can also have attorneys attend if they feel they have a need to do so. Many districts require prior notice for attorney’s attendance to ensure the district attorney can be present if needed. 

The more people that work together, the better we can do for our students! I hope this was helpful!  

Have you had other people attend your meetings? Let me know in the comments!