1. Identify the members of the IEP Team.

The public agency must ensure that the IEP Team for each child with a disability includes:
  • The parents of the child;
  • Not less than one regular education teacher of the child (if the child is, or may be, participating in the regular education environment);
  • Not less than one special education teacher of the child, or where appropriate, not less than one special education provider of the child;
  • A representative of the public agency (who has certain specific knowledge and qualifications);
  • An individual who can interpret the instructional implications of evaluation results and who may also be one of the other listed members;

  • At the discretion of the parent or the agency, other individuals who have knowledge or special expertise regarding the child, including related services personnel as appropriate; and
  • Whenever appropriate, the child with a disability.
In accordance with 34 CFR 300.321(a)(7), the public agency must invite a child with a disability to attend the child’s IEP Team meeting if a purpose of the meeting will be the consideration of the postsecondary goals for the child and the transition services needed to assist the child in reaching those goals under 34 CFR 300.320(b).
[34 CFR 300.321(a) and (b)(1)] [20 U.S.C. 1414(d)(1)(B)]

Dialogue Starter - Cross-stakeholder

Reaction Questions

  1. In your district, do some persons often serve multiple roles?
    • Which stakeholders often serve in multiple roles?
    • What are those roles?

  2. In what ways might a team member who serves a dual role (i.e., special education or general education teacher who assumes role of LEA representative) impact the development of an IEP?

  3. Who in your district usually represents the public agency at IEP team meetings? What specific knowledge and qualifications does that person bring to the table?

  4. How does your district view the difference between “special education teacher” and “special education provider”? Please give examples.

  5. In your experience, how do different roles contribute to the functioning of the IEP team? Can you share some examples of positive contributions made by people in different roles?

  6. In your view, how does size of the IEP team impact the dynamics of the IEP development process?

  7. In your experience, how actively do students participate as members of their IEP team? Please give examples of ways students currently participate. What might hinder or facilitate their participation?

  8. Given that children engaged in their own learning perform to higher levels, in your opinion what are the factors parents should consider when determining student attendance at their IEP team meetings?

  9. Who are some additional individuals/roles parents or schools may ask to be on the team? What could these other persons bring to the table?

  10. How does your SEA/LEA define trained facilitator?

  11. Can you think of, or describe circumstances under which, it would it be advisable/helpful to invite a trained facilitator to support the IEP team in development of an IEP?

Application Questions

  1. What processes might be put in place to accommodate very large IEP teams?

  2. What processes/practices can be put into place to encourage students to be active participants in their own IEP development?

  3. How might it be possible to involve students with more significant disabilities as full participants in their IEP team meetings, especially when the meeting is about transition?

  4. What system and/or training can be put in place to ensure all team members understand their roles and responsibilities, including parents and trained facilitators?

  5. What procedures can be put in place to ensure the IEP Team (core team) stays intact throughout the entire IEP meeting?

    These questions were developed by the following stakeholders working together:

    Role: Family Member
    Location: Arizona

    Role: Special Education Administrator
    Location: California

    Role: Teacher
    Location: Colorado

    Role: Educational Consultant
    Location: Florida

    Role: Special Education Administrator
    Location: Georgia

    Role: Higher Education
    Location: Indiana

    Role: Service Provider
    Location: Kentucky

    Role: Teacher
    Location: South Carolina

    Role: Family Member
    Location: West Virginia

    Role: Family Member
    Location: Wisconsin